Betengna Radio Diaries

Hiwot Mamo

Listening Discussion Guide

Table of Contents

  1. Introduction
  2. Purpose of the discussion guide
  3. Setting up a Betengna discussion group
  4. Introducing Betengna to a discussion group
  5. Qualities of a good facilitator
  6. Getting ready for a discussion group session
  7. Facilitating a successful discussion
  8. Living positively with HIV
  9. Synopsis of the story
  10. Reporting feedback
  11. Hiwot Mamo’s story

Episode 1- Teen pregnancy

Episode 2- Domestic Violence

Episode 3- What is HIV?

Episode 4- Family Feuds

Episode 5- Mourning

Episode 6-Finanical Dependency

Episode 7- Unprotected Sex

Episode 8- Testing for HIV

Episode 9- Joining a PLWA Association

Episode 10- Unsafe Abortion

Episode 11- Moving in together

Episode 12- Herpes Zoster (OI)

Episode 14- HIV and Pregnancy

Episode 15- PMTCT

Episode 16- Openness on HIV

Episode 17- Importance of Family Planning

Episode 18-Discordant Couples

Episode 19- Post-partum Depression

Episode 20- HIV and Immunity

Episode 21- ART

Episode 22- ART and Side-effects

Episode 23- ART and Everyday life

Episode 24- HIV and Socializing

Episode 25- HIV and Children (Part 1)

Episode 26- HIV and Children (Part 2)

Episode 27- Living positively

INTRODUCTION

Welcome to Betengna, a compelling serial radio drama that portrays the lives of people living with HIV in Ethiopia.

HIV/AIDS is of critical concern in Ethiopiaas the nation’s HIV prevalence rate is estimated at 4.4%. In addition to unprotected sex, mother-to-child and other means of transmission, one of the biggest factors behind this increasing figure is lowrisk perception. Generally, people perceive themselves to be at low risk of having the virus either due to misconceptions or denial, which also prevents them from adopting safe sexual behaviors.

These groups are called Listening Discussion Groups or LDGs and as the name suggests, they come together to listen to Betengna and then to discuss the situations, the characters and the changes that are taking place.This discussion guide shows facilitators how to effectively use Betengna’s characters and their life stories to facilitate discussions that foster dialogue, increase knowledge, and prompt the desired attitudes and behaviors.

Betengna brings to you diarists who talk openly about the challenges and experiences they faced, not only as people living with HIV, but also people who have experienced, betrayal, love, abuse, pleasure and loss, experiences that anybody can relate to. Their stories are presented in the form of diaries; intimate and detailed accounts of their daily lives written only as can be on the pages of one’s personal diary. Although their real names have been changed to protect their anonymity, their frank and comprehensive narrations help listeners understand how certain behaviors can make then vulnerable to HIV.Discussions will also help them increase their personal sense of self-awareness and understand behavior change more clearly.

Betengna also includes feature segments that tackle various social issues and concerns, such as health and gender, as well as provoke thoughts and discussion that result in better self-awareness and self-understanding.

PURPOSE OF THIS DISCUSSION GUIDE

By creating a forum to discuss Betengna, Listening Group facilitators can facilitate learning and encourage participants to adopt healthy behaviors and practices. Learning occurs more readily when listeners are able to interact with other participants and express their thoughts, opinions and questions. Discussion helps listeners digest and analyze the program and talk about the themes in terms of their own experiences. Opportunities to relate and compare characters and events to their own lives, families and communities can encourage listeners to adopt the desired attitudes and behaviors.

This Discussion Group Guide equips facilitators with the information they need to:

  • Introduce Betengna to an existing group or set up a discussion group,
  • Get ready for a discussion group session, and
  • Facilitate a successful discussion.

Included are 27 episode guides based on the topics covered in each 20-minute segment of Betengna. Each provides:

  • the episode number, title and focal statement,
  • discussion questions based on the episode and talking points to aid discussion,
  • discussion questions based on the follow-up program

SETTING UP A BETENGNA DISCUSSION GROUP

  1. Find and establish a regular place to hold your discussion group each week. This could be a marketplace, school or other suitable venue where 10 to 15 people can listen and dialogue together.
  2. Decide on a convenient time that would best suit your target audience (e.g., housewives, workers, students).
  3. Be sure to select participants who can commit to attend a weekly group and who can engage in productive dialogue together.
  4. Know your group so that you can tailor the suggested questions to your audience.

INTRODUCING BETENGNA TO AN EXISTING GROUP

You may already use coffee ceremonies, idirs, or peer-based clubs to educate community members about HIV. Betengna is a creative resource that can keep current members engaged and attract new ones. Get group members excited about Betengna by giving them an overview of the story and its diarist.

QUALITIES OF A GOOD FACILITATOR

Facilitation is not easy for many people and sometimes people do not act as a facilitator—they act as a teacher. Teaching is very important for some jobs, but in to get people to think about behavior change, they have to be allowed to think for themselves rather than be told a lot of facts. The purpose of this guide, then, is to help you become a good facilitator rather than a teacher.

Learn about Participants’ Expectations: Find out what expectations the participants have for this group, and decide whether it will be possible to meet those expectations. For instance, if participants say that they wish to be paid for attending the group, you will have to explain that this is a voluntary activity and that participants should come because of their own interest. However if participants say that they would like to start a vegetable garden, you could remind them that the main purpose of the group is to listen and discuss and that you do not have any resources for a garden, but that if participants are serious about the idea you could look for other resources.

Remember:Your ability to keep participants enthusiastic about coming to the group over time will depend to a large extent on whether the group meets participants’ expectations. If participants do not feel that the group is useful to them, it will be difficult to sustain interest in the group.

Talk with your body: Use your hands and body to encourage people to talk. Nod when people make comments to show that you are following them. Your facial expressions are also important and a smile will make people feel more comfortable.

Have good posture when standing: When possible, avoid standing in front of the group because this can make people feel they are in school, and you are the teacher. Instead, try sitting with the group, in the same kind of chair. This will put you at their level and encourage conversation. Sometimes, however, you have to stand in front of the group to conduct activities. When you have to stand, stand in a way that shows you are energetic and enthusiastic. Participants will know you are bored if you have a bad posture.

Be friendly, relaxed, positive, supportive, and energetic: Don't be too formal - talk in a conversational tone. Create an open atmosphere in which people feel free to talk.

Make everyone feel comfortable and part of the group

  • Respect everyone's ideas. Do not make fun of participants’ contributions.
  • Be aware of gender, and make sure that both men and women have opportunities to talk.
  • Get to know participants and take an interest in them.
  • Break the ice and put participants at ease right from the very beginning.
  • Learn their names, be informal, use games, jokes or buzz groups.

Treat people respectfully

  • Accept criticism and be open to learn from them.
  • Be encouraging and supportive, rather than tearing participants contributions down.
  • Do not interrupt participants when they are speaking – a good way to do this is to wait five seconds after each person has spoken before you start speaking.

Watch the timing and pacing

  • Be a good time manager. Estimate how much time you need for each session/ activity.
  • Do not go too fast. Let the group help you set an appropriate pace.
  • Close on time! Do not drag things on forever at the end of the day.
  • Be flexible. Be prepared to change the program to fit the circumstances.

Use language everyone understands

  • Avoid technical terms (like vertical transmission) unless you are sure that participants understand.
  • Avoid abbreviations (like PMTCT) unless you have previously explained them.
  • Use the language that people are most familiar with, and avoid using English terms or expressions when Ethiopian languages are more appropriate.

And finally: These are your groups. So be flexible and creative, and make them as interesting and fun as you can!

GETTING READY for a DISCUSSION GROUP SESSION

Attend to Important Details

  1. Be sure that your tape recorder works well and that everyone is able to hear. If using batteries, make sure to have an extra set in case you need to replace the existing ones.
  2. Bring paper and pencil to take notes that can be summarized later and shared with the group. Write down questions you are unable to answer and record any interesting observations (e.g., one man seemed uncomfortable when the subject of wife-beating came up).
  3. Ask group members to come to the meeting place 15 minutes early so you can prepare them for what they are going to hear.
Prepare Yourself
  1. Before holding the first session, read the entire Discussion Guide so as to familiarize yourself with the process and content.
  2. Before each group meeting, listen to all the episodes you are going to play that day and read the corresponding episode guides. This will help you become familiar with the topics to be presented and the suggested questions. Such preparation will also give you time to find needed resources should you have any questions about the topics being discussed.
  3. Have helpful resources about HIV/AIDS and other issues on hand in case participants need additional information.

FACILITATING A SUCCESSFUL DISCUSSION

Skilled discussion group facilitators are expected to direct participants to the important issues in Betengnaand motivate them to learn from the program. Facilitators should remain neutral and help move along the discussion without imposing their views. This is a different role from a teacher whose job is to convey specific information. The key is to make participants feel comfortable enough to express their opinions.

Opening the Session

  1. Greet everyone, thank them for coming and have participants introduce themselves. Tell them that you expect the session to last between 45 minutes and one hour.
  2. Check that the meeting place is free of noise and discomfort.
  3. Clearly explain the purpose of the discussion group and what it entails.
  4. If it is the first group meeting, introduce Betengna’s theme, storyline and character. Do not reveal the entire story to the group in advance.
  5. At subsequent meetings, ask participants to summarize the previous episode and mention any key points that may have been missed.
  6. Provide a “preview” of the day’s topic and theme. Ask participants to begin thinking about their responses to the topic so they can compare their own opinions and feelings with those in the episode.
  7. Ask participants to be attentive and listen for points that challenge as well as reinforce their own ideas. Invite them to take notes if they wish.
  8. Have group members set ground rules for the discussion. These could include an agreement that people’s comments should not be discussed outside the group, and another that participants commit to arrive on time.
  9. Turn the CD player on.

After Playing an Episode

  1. Turn the CD player off
  2. Have participants re-state the ground rules and make sure there is consensus on the rules before the discussion begins.
  3. Ask group members to demonstrate respect for others at all times during the discussion. Make sure participants understand that the goal is not to be right but to understand one another’s views and expand one’s thinking.
  4. Invite participants to open the discussion by commenting on any part of the program that particularly interested them. Bring the group back to the key messages if the discussion goes off course.

Key points to Facilitate a successful discussion

  1. Remind participants to listen respectfully, give everyone a chance to speak, and avoid interrupting others. The discussions goal is to develop skills of accepting others views and opinions so as to develop participants’ ways of thinking.
  2. Ensure that everyone has the opportunity to be heard and that no one person dominates the discussion. Encourage people to keep their comments brief and to the point. Be clear about how people will take turns or indicate that they want to speak. Equalize participation by asking for input from specific people in addition to waiting for responses.
  3. Engage those who are reluctant to speak but do not force anyone to contribute.
  4. Pay close attention to the person speaking and encourage others to do likewise. Keep side conversations to a minimum so that everyone can hear the person talking.
  5. Keep track of important points and summarize periodically.
  6. When the group reaches a consensus or several people raise a similar issue, point this out and guide the group into further discussion of the topic.
If a participant asks for help, be supportive and compassionate and offer to help them find appropriate assistance (e.g., see above recommendations for assisting people to find voluntary counseling and testing centers, etc). If someone asks a question you cannot answer, tell them you will discuss the issue with your supervisor and get back to them.
Closing the Session
  1. Set the date and time of the next discussion group.
  2. Thank participants for coming, listening attentively, and being willing to share their views.
  3. If requested, refer participants for more information or assistance.
  4. Clean the meeting space and pack up any materials.

TESTING for HIV

After discussions on going for testing or finding out one’s positive sero-status in Betengna , you might be approached by a member of the LDG to ask your advice on whether or not to get tested, where to get tested or how to come to terms with their positive sero-status. You need to respond to such disclosures with sensitivity, compassion and, if requested, referrals for assistance.

In all cases it is advisable that you recommend they see a health care provider at the nearest clinic. In all likelihood, the health professional will provide the necessary counseling/testing. Bear in the mind though that the individual has the right to accept the offer or reject it.

REPORTING FEEDBACK

Reporting feedback to your assigned supervisor is extremely important. Not only will it indicate the level of progress your LDG has reached, but it will also help identify important issues that were raised during the discussion sessions. Collecting feedback from the listeners will also help the Betengna staff to improve the quality and content of their future productions.

A separate booklet will be attached to this kit, which you need to fill out after every listening session. In order to make sure that you fill it in accurately, take notes of important comments and questions raised throughout the listening session on a separate note book. Then, after the listening session is over and everyone has left, fill out a report form in a neat and legible handwriting, summarizing key points and avoiding repetition of comments or questions.

SYNOPSIS OF THE STORY

Hiwot Mamo’s journey begins with her first pregnancy at age 16, the results of which out her in a rocky marriage. Soon after her second child is born, her husband falls ill with an incapacitating illness and dies. In an effort to provide the best for her children, Hiwot tried to gain employment as a domestic servant in Beirut. An old friend of hers promises to help her, but soon becomes romantically interested in her and wants her to remain in Ethiopia. Hiwot begins processing her visa and discovers she is HIV+. After a period of shock and depression, Hiwot marries her friend and starts to focus on making a better life for herself and her children. Her second marriage also begins with a tragedy as her newborn daughter dies immediately. Not long after, Hiwot is pregnant again, only this time she delivers safely. Hiwot is currently on ART and is living with her second husband in Nazreth. She spends part of her time as a home based care giver