Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.) Week 1: Orientation (introduction...) Session 1: Orientation: welcome to training Session 2: Country overview Session 3: Volunteer's aspirations re: Peace Corps Service and information filtering Session 4: Feedback and journal writing Session 5: Cross-cultural workbook (part I) (introduction...) Approaching living in a new culture: A workbook for cross-cultural transition (introduction...) Acknowledgements Contents Purposes and uses of workbook Section 1: Historical encounters Section 2: Learnings from childhood Section 3. Past experience in one culture-personal needs and the task of satisfying old needs in new ways Section 4: Leaving our own culture effectively Section 5: Responding to a new culture Section 6: Identifying to your cross-cultural learning needs Session 6: Role of the volunteer in development work (rvdw): the helping relationship as a volunteer Session 7: Individual interviews Session 8 Volunteer in development and change Session 9: Nutrition Session 10: The volunteer and technical assistance Session 11: Introduction to the cultural environment/Overview of field placements Session 12: Seamanship/personal floatation devices

Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.)

Week 1: Orientation

Week 1, Sessions 1 Thru 12

Session 1: Orientation: welcome to training

Time: 2 PM

Goals:

· To welcome trainees to program
· To review the purpose of the orientation week and to introduce orientation goals, assessment dimensions and norms
· To introduce staff members
· To outline training site logistical considerations
· Review Peace Corps Policies

Overview:

In this first session trainees are welcomed, and as much as possible, put at ease in their new environment. Trainees are apprised of the orientation that will take place for the next five days. The purpose of the orientation is to introduce trainees to Peace Corps and the role of the Volunteer. The training director gives an introductory lecturette including the orientation goals and assessment dimensions. Important points about orientation goals and assessment dimensions are emphasized. Each staff member is pointed out and introduced. Any necessary information about the training site should be outlined. A schedule for the next five days should be posted and reviewed during this first session. Peace Corps policies are reviewed, and it is explained that these policies are effective during training as well as Peace Corps service. Finally, an ice breaker is introduced to help trainees become acquainted.

Materials:

· Flip chart paper, markers, tape
· Orientation schedule, Assessment dimensions and Peace Corps Handbooks

Exercises

1. Directors Lecturette and Schedule
2. Review of Peace Corps Policies
3. Ice Breaker

Trainers Notes:

1. In the opening lecturette, the training director sets the tone for the entire training period. The orientation period prepares the trainees for the intensive technical training as well as introduces them to Peace Corps and Volunteer service. Generally, since this is the first session and everyone will be a bit nervous and not listen too well, discussion should be at a general level.

2. The training director should have on newsprint the following:

- any staff expectations that are to be discussed in opening lecturette
- any overall training considerations to be emphasized, including management of the training site
- assessment dimensions
- goals of the Orientation program

3. The sample lecturette includes a range of issues that need to be addressed in the opening session. Training directors should use this in preparing their opening lecturette.

EXERCISE I - Training Directors Lecturette and Schedule

Total Time: 2 PM to 3 PM

Procedures:

Time Activities

30 Minutes	1. Training director gives the following lecturette:
	I'd like to welcome all of you to for the Marine Fisheries
	Training. I'm , the Director (add a little background, usually how you are connected with Peace Corps). I'd like the rest of the staff who will be working with you this week to introduce themselves and share with you their particular roles in this training. (After intro's, probably add some comment on variety of backgrounds and variety of	* exactly what is State Side Training
	connections to PC.) I think I can speak for the entire staff when I say that we are excited, and relieved, that you are finally here. We've been together for the last two weeks preparing for your arrival...and I imagine that after a day's travel and a morning bus	* just what's going to happen to me in the next eight weeks
	ride, you too are excited and relieved to finally be here. The last few weeks you have probably talked with recruiters, people at Placement in Peace Corps Washington, perhaps friends who have been in Peace Corps, and you are probably still wondering	* and exactly what do "they" expect from me?
	I'd like to address those issues so we can all come to some common understanding and agreement of our purposes here over the next eight weeks, and particularly talk about the first week which we call your orientation to Peace Corps service week. We want you to get a feeling for what volunteer life is about and whether that life is for you.
	So we are here for a week long series of activities, sessions, simulations for the dual purposes of assessment and training for eventual Peace Corps service, after an additional seven weeks of technical training. You have been invited to State Side Marine Fisheries Training. You are, by the fact that you are here, considered to be Peace Corps trainees. Together, you and the staff will decide whether you are to go to for additional in country training and ultimately for Peace Corps service as a volunteer. In this next week of orientation we will interview you for Peace Corps service and you will interview the Peace Corps..."Is this what I want to do for the next two years of my life."
	What we are really talking about, of course, is two years plus the next 12 weeks of training both here and in Simultaneously we will begin training in preparation for two years as a Marine Fisheries Volunteer. The purpose of this training program is two-fold: Assessment and training.
	Peace Corps has spent a great deal of time, effort and expenses developing this particular Marine Fisheries training program. For one thing, Peace Corps is concerned about the quality of the volunteer being sent to do development work with Third World nations - we want to be sure that we are selecting the highest quality person for volunteer service - who understands what development work is, are competent marine fisheries extensionists and confident that they will be able to do the job. Further, we want persons who are selected to understand how Peace Corps, as an agency, relates to development work. Finally, we want persons who, as individuals, will he satisfied about the quality of their PCV experience. Peace Corps also became aware that a significant number of volunteers were not completing their two year commitments - I really can't quote the exact percentage - but nonetheless, a significant number of volunteers were leaving early. In the Peace Corps language, that's referred to as an "E.T." - early termination. That, again, seemed to relate back to assessment and training What perhaps wasn't Peace Corps doing to select or train volunteers for the realities of living and doing development work in another culture?
	So in response to the issues of quality (quality of the volunteer, quality of the volunteer's service, quality of the volunteer's experience) and the rate of volunteers not completing their two year commitment to service, this intensive training program was developed to give you the best possible technical training and to assess you as a possible volunteer. I want to emphasize here that this next eight weeks is your opportunity to be sure in your own mind that you are able to make this commitment, for this service, at this time in your life. Peace Corps has identified certain basic key skills that are essential to successful or effective volunteer service anywhere - from
	Botswana to Barbados. Training this week, then, will focus on skill building in these areas:	* Skills for cross cultural transition and adaptation. Skills to successfully and smoothly move from your own culture into another. tools for adapting to living and working in a new situation...tools to identify and deal with various aspects of a different culture.
		* We'll also work on identifying the role of the volunteer in development work and build skills to facilitate that role: We'll identify some of the characteristics of the helping relationship, one person to another...working one person to a group, or consulting...and working one person to a system...and well tie that together by dealing with some of the key issues in development work: Paternalism, neocolonialism, racism, etc.
		* We'll provide information about___________________
		(Country X), Peace Corps in______________________(X).
		You'll begin here at State Side Marine Fisheries
		Training to identify resources and tools for recognizing the need for support - and sources to seek support from. We'll look at stress, culture shock and wellness as they relate to volunteer service.
		* We'll look at Peace Corps expectations - both your "expectations" of Peace Corps service and Peace Corps' expectations of you.
		* And finally, next week we will start on intensive technical training.
	To summarize, training goals this week are:	o Cross cultural skills
		o Role of volunteer in development work
		o Building support systems
		o Health and wellness
		o Specific information on (X) and Peace Corps
		o Checking out your and Peace Corps' expectations
	Now I would like to address the assessment goals of Marine
	Fisheries Training:	o to enable trainees to recognize their skills and to feel competent in the use of those skills;
		o to teach trainees how to transfer the technical skills they have to others;
		o to identify and improve skill areas that need strengthening;
		o for trainees to understand their role as Fisheries
		Extension Peace Corps Volunteers in the host country;
		o to help trainees identify and find resources available to them in their community sites and host country agencies;
		o the illustration of competence in fisheries extension techniques, in fish processing, fish preservation, outboard/Diesel repair and maintenance, fisheries economics and marketing, small scale fishing and fishing vessels, and vessel repair and construction;
		o the ability to analyze properly communities' social systems, which should identify problems and help communities seek solutions;
		o an understanding of the basic theories of fisheries extension work;
		o increased interpersonal, team building and communication skills; and,
		o a better understanding of global and country-specific fisheries issues.
		Staff will evaluate your performance - your behavior
	-according to these dimensions every week. I stress the words "performance" - and "behavior." As objectively as possible, based on an evaluation of your performance according to the assessment dimensions, we will - as a staff - make a decision about each participants' suitability for Peace Corps service as a Marine Fisheries Volunteer. In accordance with the principles of experiential learning, we all share in the responsibility for learning. As adults we know that you will learn best by experience based on your need to know, while your experience is being validated. If this sounds strange to you, just let me say that for the next eight weeks you will be learning experientially just about everything we offer you. This is based on the adult learning theory.
	You may not understand that now, but the one thing I want to make sure you understand is that "you are responsible for your own learning." As a staff we are dedicated to helping you become competent as a Marine Fisheries extensionist. We will do everything we can to help you gain the confidence you will need to be a productive volunteer, but the one thing we can't do is learn for you - this you must do for yourself. We have an expectation to begin sessions on time and to be on time. We have a lot to do, so out of respect for each other, let's all make a commitment to be on time.
15 Minutes	I would like to share this week's schedule with you.
	Let's just go over it, shall we. (Schedule should be posted on newsprint)
	I guess you can see what I mean when I say we have a lot to do.
	Now I need to share some of the logistical concerns about our training site.
	(Posted on newsprint is schedule for meals, time and place, etc.)
	Finally, on behalf of the entire staff, I'd like you to know that we recognize that you are on the verge of choosing to make a significant change in your lives and we acknowledge that that takes courage - it takes guts to go beyond the cultural life you know so well. And most importantly, we acknowledge that you are on the verge of making a serious decision the decosopm to make a two year commitment to the development of another country. That makes you different in some ways from your friends and colleagues... You are special and unique people, and it's both a pleasure and privilege to work with you over the next eight weeks.
15 Minutes	2. Training Director should acknowledge that everyone has sat very patiently, and we still need to go over Peace Corps Policies. But before we do, let's take a 15 minute break.

EXERCISE II - The Peace Corps Policies

Total Time: 3 PM to 4:15 PM

Goal:

· To identify and discuss the Peace Corps policy issues which have an impact on volunteer service and lifestyles.

Procedures:

Time	Activities
5 Minutes	1. Training Director introduces the session by explaining its purpose and what topics will be discussed.
65 Minutes	2. Training Director and other staff members as appropriate present policy information in a lecture format, responding to individual questions as they arise. The following questions may be used to wrap up the session:
	a. Is there anything still not clear to you about Peace Corps Policy?
	b. Now that you know the policies, how might they affect your decision to join the Peace Corps?

Materials:

· Magic markers
· Flip chart paper
· The Peace Corps Policies handout

Trainer's Notes:

1. The Peace Corps staff from Washington and in-country staff may want to add information about policies or rules specific to their program at appropriate times during the presentation.

2. This session addresses the Peace Corps/Washington and in-country policies. How this session is to be handled, who is to take a lead role(s), and what is to be covered should be discussed during staff training. Staff members should clarify what policies they will be speaking on, and how they will handle controversial questions.

EXERCISE III - Ice-Breaker

Total Time: 4:15 PM to 5 PM (approximately)

Goals:

· To encourage group participation
· To allow individuals to become acquainted
· To begin building a sharing atmosphere

Procedures:

Time	Activities
5 Minutes	1. Opening remarks for structured experience: One of the things we want to accomplish is to get to know one another and to be able to share our ideas and experiences. The activity we are going to do now is intended to facilitate that process of knowing one another and sharing.
5 Minutes	2. Ask participants to form small groups of three to five people. Give each group newsprint, ink markers, and masking tape. 30-45
	3. Ask each group to spend time getting acquainted, and then to draw a collaborative picture that will represent them and that will constitute their introduction to the larger group. No words are allowed in the picture. 20-30
	4. Return to large group and share pictures and intro auctions. Each small group is to decide how the introduction is to take place. Each small group introduction should be limited to about 5-8 minutes. (At some point the trainer should mention that the individual drawings will be used later. When the session is over the trainer should take the drawings off the wall and save them until the last day when they will be used in the session on "Closure.")
15 Minutes	5. Closure: Trainer then assists the group to:	- Look for commonalties and differences among the groups
		- Generalize from the introductions some interesting interest within the group
		- Relate ideas from the introductions to the training goals, the overall schedule, and the following day's work

Session 2: Country overview

Time: 7:30 PM to 10 PM

Goals:

· To provide general information about the country
· To give an overview of Peace Corps programs in-country
· To identify and discuss expectations Peace Corps in-country may have of its volunteers

Overview:

This session will be designed jointly during the staff training period by country related staff and SS training staff, with the former being in charge of content and the latter formulating structure. Its design needs to be congruent insofar as possible with the experiential learning approach training is based on. This session needs to be an integral part of the training, both in terms of methodology and content.

Experience in previous trainings point out the following as important:

1. Any visual material is highly valued by participants -- slides, movies, etc. At this point, people are concerned about basics -- how are they going to live, where, what to eat and so on.
2. Although this is the only session specifically entitled "Country Overview", there is throughout the training generally a rich interplay between country specific information and generic training activities. Participants should be encouraged to view this as a beginning to a process that will continue throughout training and during volunteer service.

Trainer's Notes:

The following design is from the CAST model. It is highly unlikely that there will be more than one person to help with country overview. Therefore, emphasis should be placed on visual materials. It is necessary for training staff to be as informed as possible about the Host Country(s).

Country-Specific Session

The following design was used in the Nepal August/79 CAST with extremely successful results. This was due in part to the design itself, but probably more so to the preparation and cooperation of the Host Country, Desk staff and RPCVs. It is suggested as one option for approaching the country-specific session, and can be changed based on staffing patterns and State Side Training.

Procedures:

Time	Activities
5 Minutes	1. Country Desk Officer introduces session.
30 Minutes	2. Trainees meet in small groups and brainstorm what they know about Nepal	a) economics
	listing topics on flip charts according to:	b) politics
		c) geography
		d) culture
		e) religion
		f) miscellaneous
5 Minutes	3. Flip charts are posted in large room where all small groups review each other's flip charts.
5 Minutes	4. Packets with country-specific information are passed out to each trainee.
20 Minutes	5. BREAK for coffee and time to review handouts.
	6. Desk Officer introduces two RPCVs and Host Country National. The three	a) volunteer experience
	individuals have prepared talks which cover the following aspects:	b) housing, job, health
		c) cultural surprises, village life
		d) food, past-times, culture
		e) PC/Nepal (size of staff, role of staff, PC History)
		f) village entry
		g) country entry and training

Session 3: Volunteer's aspirations re: Peace Corps Service and information filtering

Time: 7:30 AM to 10:30 AM

Goals:

· To identify the aspirations each participant has regarding Peace Corps and Peace Corps service.
· To discuss these aspirations in view of Peace Corps' "field reality," history, expectations of volunteers, and service ideals.
· To begin to develop skills at gathering, validating, integrating and filtering information.

Procedures:

Time	Activities
10 Minutes	1. Trainer explains to the large group the goals of the session and general procedures, sets climate and provides rationale (See Trainer's Notes #1).
10 Minutes	2. Ask each individual to write the aspirations he/she has about Peace Corps and Peace Corps service.
	These may be aspirations about professional growth or personal enrichment. Encourage people to be as thought full and reflective as possible, to relax and really search. The basis for degrees of satisfaction/ dissatisfaction is often related to aspirations people take with them overseas. This is a critical activity.
25 Minutes	3. Divide large group into groups of 5-6 individuals to share, identify, pool and record common aspirations on newsprint. Each group should select their three most important aspirations and put them on newsprint. If an individual feels strongly about an aspiration even if no one else shares it, it should be recorded.
15 Minutes	4. Take a break. During the break, trainers should look at lists and identify three, four or five common patterns and/or particularly rich (for discussion purposes) aspirations.
60 Minutes	5. After the break, Trainer shares some of the patterns/rich aspirations that he/she identified during the break. At that point, an open discussion should be generated which responds to or focuses on these generalized aspirations.
	The trainers may provide some yes and no answers (e.g., "No, the Peace Corps does not supply Land Rovers"). More likely, the trainers will begin to deal with the complexity of what appear to be simple issues, and ask further questions (e.g., "participant expects to make big changes in health care incountry."' Trainers: What are big changes? How will you know when you are succeeding? It has been the Peace Corps' history that ...",or "In-country, some volunteers deal with the question of change by..."). This is where the country-experience of people (country staff, RPCVs CDOs) will make appropriate comments by sharing their perspective on certain issues. This is one of the ways in which country-specific information is interwoven into sessions throughout the week. The process involves an interplay between questions, providing information, asking more questions, and going on to the next issue.
10 Minutes	6. At about 9:00, Trainer gives a brief lecturette on information filtering. The following chart and lecturette can be used to structure a discussion about the information filter. "Consider for a moment the following conceptualization of how people chose to respond to a situation. For each event in which we are involved, we make an interpretation of the event. Events get interpreted through filters, and decisions to respond come through filters. Each of us has our own set of filters based on our values, life experiences, background, likes/dislikes, parents, self image, etc. (AT THIS POINT TRAINER SHOULD TAKE AN EVENT FROM HIS OR HER LIFE AND PUT IT THROUGH THE INFOR MATION FILTER WITH PERSONAL EXAMPLES.) The response which emerges from the filtered information becomes the event for person B, who then interprets and responds through his/her filters. Thus, we could describe communication as an attempt to get truth or reality through the filters of one or more individuals. Filters have a powerful effect on our thoughts and actions. Often we are not even aware of filters which affect the decisions we make.''
20 Minutes	7. Ask each person to take 10 minutes to quietly reflect on their filters and filtering processes, listing what they feel are their personal filters. Next, each person should choose one other person and share and discuss their personal filters.
20 Minutes	8. Reconvene the large group and elicit the key learnings from this activity. Trainer then links this in creased awareness of filtering to the skills needed to gather, validate and integrate information. One way to improve those skills is to be aware of the following issues and make them a part of your method of operating in (country) culture.	a. What am I really asking for when I ask a question? For instance, the following are examples of questions which may (whether intentionally or not) mask several different needs: Will I be placed with another volunteer? Where can my mother reach me in (country)? You may want to ask a different or more precise question in order to get at the information you really want or that meets your real need(s).
		b. Can I realistically expect to get the answer from this source or by asking this question? For example, asking a volunteer, who doesn't speak the language, about the importance of learning the language may be an ineffective strategy.
		c. How should I treat the information once it's provided? Views Not Represented Here. Most of us here have had a positive Peace Corps experience; we're not the ones who left early. What about HCN response to the Peace Corps? Truth. There's no reason the information you get about (country) should be treated as more "true" than you would treat information in a back-home setting. The Peace Corps Community. Should you treat information you receive from volunteers or staff equally? Are some volunteers better sources than others? Why? Ambiguity. Can I live with the ambiguity that seems to exist in response to this question? Own Truth. What am I going to do to follow up this information with other question, with other sources? What do I need to know in order to be satisfied? Perspective. How does the information source's perspective about life, fun, and development, match my own? The Aspirations Discussion is not meant to be a consensus-seeking activity, nor is it meant to provoke disagreement. Rather, it is a time when people can begin to reflect critically about their aspirations. As such, some of their aspirations may need to be challenged or taken to a different level of complexity. At the very least, such reflection should assist participants in their self assessment process.
		No matter in what way you as Trainer choose to explain filtering, you should stress that there are several different ways to describe it, and that they may encounter a different way of explaining it during training. This is their introduction to Information Filtering, and it may be reintroduced during training. The PST staff is using some of the recently developed core curriculum materials.

Parsons A & B

Session 4: Feedback and journal writing

Time: 11 AM to 12:30 PM

Goals:

· To review how to give and receive feedback;
· To learn more about ourselves;
· To become more skillful in obtaining and understanding information about the effectiveness of our behavior;
· To become more sensitive to our reactions to others and the consequences of these reactions;
· Participants will understand the importance of keeping a journal.

Materials:

· Flip charts, marker pens, tape, note books with tabs for journal

EXERCISE I - FEEDBACK

Total Time: 1 hour

Overview:

The purpose of this exercise is for participants to practice giving timely, skillful feedback.

Procedures:

Time	Activities
5 Minutes	1. Trainer should acknowledge that the trainees may know about feedback, but here in training it is a very useful tool,
5 Minutes	2. Ask individuals to jot down as many feedback rules as they can remember off the top of their heads.
15 Minutes	3. Trainer now produces newsprint with the following rules;

FEEDBACK RULES

1. It is honest and frank rather than diplomatic or subtle. It is true reporting of your real feelings and reactions to the behavior of another person. This implies that you are aware of your reactions and are willing to run the risk of possible rejection by sharing them with the other person.

2. It is specific rather than general. To be told that one is dominating will probably be as useful as to be told that "Just now you were not listening to what the others said, but I felt I had to agree with your arguments or face attack from you."

3. It is focused on behavior rather than on the person. It is important that we refer to what a person does rather than to what we think or imagine he is. Thus we might say that a person "talked more than anyone else in this meeting" rather than that he is a "loudmouth." The former allows for the possibility of change; the latter implies a fixed personality trait.

4. It takes into account the needs of the receiver of feedback. Feedback can be destructive when it serves only our own needs and fails to consider the needs of the person on the receiving end. It should be given to help, not hurt. We too often give feedback because it makes us feel better or aives us a Psychological advantage.

5. It is directed toward behavior which the receiver can do something about. Frustration is only increased when a person is reminded of some shortcomings over which he has no control or a physical characteristic which he can do nothing about.

6. It is solicited, rather than imposed. Feedback is most useful when the receiver himself has formulated the kind of question which one can answer either by observing him or through actively seeking (soliciting) feedback.

7. It involves sharing of information rather than giving advice. By sharing information, we leave a person free to decide for himself, in accordance with his own goals, needs, etc. When we give advice we tell him what to do, and to some degree take away his freedom to decide for himself.

8. It is well-timed. In general, immediate feedback is most useful (depending of course, on the person's readiness to hear it, support available from others, etc). The reception and use of feedback involves many possible emotional reactions. Excellent feedback presented at an inappropriate time may do more harm than good.

9. It involves the amount of information that receiver can use rather than the amount we would like to give. To overload a person with feedback is to reduce the possibility that he may be able to use what he receives effectively. When we give more than can be used, we are more often than not satisfying some need of our own rather than helping the other Person.

10. It concerns what is said or done, or how, not why. The "why" takes us from the observable to the inferred and involves assumptions regarding motive or intent. Telling a person what his motivations or intentions are more often than not tends to alienate the person, and contributes to a climate of resentment, suspicion, and distrust; it does not contribute to learning or development. It is dangerous to assume that we know why a person says or does something, or what he "really" means, or what he is "really" trying to accomplish. If we are uncertain of his motives or intent, this uncertainty in itself is feedback, however, and should be revealed.

11. It is checked to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback he has received to see if it corresponds to what the sender had in mind. No matter what the intent, feedback is often threatening and thus subject to considerable distortion or misinterpretation.

	Trainer asks how many of you remember all eleven rules?
	4. Trainer now gives the following reasons why we want to practice and become more skillful at giving and receiving feedback.
	a. By learning to give and receive feedback skillfully, we help ourselves and others become more effective as volunteers.
	b. The more we learn about ourselves in this training and about how effective our behavior is, the more we will be prepared for our two years as an effective volunteer.
	c. We will also become more sensitive to our reactions to others and the consequences of these reactions in our interpersonal relationships.
15 Minutes	5. Trainer now asks group to break into groups of five and brainstorm ways in which we can become more skillful at giving and receiving feedback and list ideas on newsprint.
5 Minutes	6. Trainer now asks groups to present their list to entire group.
	7. By way of summarizing, two trainers model giving and receiving feedback through short role plays.
	The feedback should be real; perhaps based on the aspiration exercise that they took part in. This would help set a climate of openness. It is also important to model positive feedback.

EXERCISE II - JOURNAL WRITING Total Time: 1/2 hour

Goals:

· To understand the importance of collecting and recording data daily in a journal as part of their profession
· To perceive the journal as a key to recording information and providing a tool for trainees to use once they have left the training program
· To allow their journal to assist project management and continued learning, as well as goal setting, planning and personal reflection
Overview:

The purpose of this exercise is for trainees to start keeping a journal during training. Trainees need to keep a journal so that they can organize and examine their experiences during training and learn from them.

Procedures:

Time	Activities
	1. Trainer introduces journal writing by posting the following on newsprint:	a. Events
		b. People
		c. Feelings
		d. Striking thoughts or "insights"
		e. Experiences with ideas
		f. Experiences with things
		g. Dreams/fantasies
	2. Trainer explains journal format. Gives instructions to begin making journal entries for the week. Trainer stresses that collecting and recording data daily is part of the profession. They will need to record data that they will use later in training. Gives examples of how important each topic area is.

Session 5: Cross-cultural workbook (part I)

Time: 2 PM to 6 PM

Goals:

· To identify and discuss personal and historical, positive and negative cross-cultural encounters
· To reflect upon, discuss, and compare how, when, and where one's attitudes toward strangers and people of difference are formed
· To examine characteristics of highs and lows participants have had over the past year and how they may relate in a new culture
· To reflect on leave-taking and identify major unfinished business
· To identify the problems participants expect to encounter when entering a new culture

Procedures:

1. Trainer introduces to the reference group the goals of the session, sets the climate.
2. Trainer presents time frames and Sections. Divide the reference groups in half and use the Workbook. Each participant should have a copy. Each exercise is self-explanatory.

Materials:

"Approaching Living In A New Culture: A Workbook for Cross-Cultural Transition"

(Flip Chart For Climate Setting)

Preparing to Enter a New Culture

Study yourself and realize what you are taking into experience.

Look at ways of presenting:

Yourself
Your values
Your expectations of the other culture

Learn about leaving one culture and entering a new culture.

Make a plan for how you will learn about the new culture.

Examine any "unfinished business" and other elements of leave-taking.

Trainer's Notes:

1. The Cross-Cultural Workbook is to be worked by dividing the reference group into four groups. Reference group trainers can divide their time between groups. Movement between the groups should be done without disrupting group discussion and process. The role of the trainer is to observe and provide relevant country-specific information or information about the Peace Corps. The trainers are not to facilitate the discussions unless there is sufficient staff who are familiar with the Workbook and are comfortable facilitating the discussion.

2. The self-monitoring principle is implemented during the Workbook sessions. Times and Sections are to be written on flip charts. Participant responsibility for implementation needs to be stressed during the opening of the session. The time frames presented are estimates and participants are to adhere to them as closely as possible, but use "group judgement" to determine when to move on to the next Section. The trainer needs to be aware of time, but again, the participants are responsible for task and time monitoring. In preparing the time frame flip charts, trainers may want to delete Section 1C if time is a problem.

Tentative Time	Schedule:
2:10 - 2:55	Section 1 A and B (C)
2:55 - 3:25	Section 2 A and B
3:25 - 3:55	Section 2 C
3:55 - 4:05	Break
4:05 - 4:35	Section 3 A
4:35 - 4:55	Section 3B
4:55 - 5:25	Section 4
5:25 - 5:40	Section 5
5:40 - 6:00	Section 6

3. If staff members have not read the Cross-Cultural Workbook they should take time to read it and develop a clear understanding of its content and flow. Staff members can be introduced to the Workbook in staff training, but additional time (1 to 2 hours) will be needed to read and review it.

4. At the end of this afternoon session, trainers hand out the article, Volunteers and Neo-Colonialism. Ask participants to read it and identify one issue that is relevant and significant.

Approaching living in a new culture: A workbook for cross-cultural transition

Core Curriculum Resource Materials
Office of Programming and Training Coordination

Revised September, 1981

Acknowledgements

This Cross-Cultural Workbook has had a long (at least for training materials) and venerable history, and many people have contributed to make it what it is today.

It was originally developed in 1971 by Jim McCray, Debra Mipos and Dick Vittitow under the auspices of the VISTA regional training center in San Francisco. I. was designed to be used in training VISTA volunteers who were working with Native Americans and Mexican Americans in the Southwest. That original edition was used in VISTA training in the Southwest for a couple of years, and it is unclear what happened with its VISTA history after that.

The Workbook made its "reappearance," albeit in a different setting, in 1978. At that time, we were looking for training designs for use in the CAST (Center for Assessment and Training) that would help prospective Volunteers begin to make the transition from one culture to another. The Cross-Cultural Workbook seemed an extremely sound training tool, and it was very close to what was needed. Thus, we adapted it to the Peace Corps setting, and inserted it into the CAST program.

Since 1978 it has been a part of all CAST's, and has been used in some stagings and pre-service training programs. It was modified in January of 1980 by John Pettit, who added a couple of elements and made changes based on feedback received about the manual over the one and a half years the Peace Corps had been using it.

We then revised the manual in September of 1981. Although we did clear up a few remaining glitches with this most recent revision, the major aim was to make the manual more congruent with the other core curriculum, training materials that were developed in the cross-cultural area over the past year. We think this goal has been accomplished, especially since the last section now helps people take a. first cut at identifying cross-cultural leaning needs and ties this process directly into the first major cross-cultural training session which is intended to occur during Week One of pre-service training.

This manual is now designed to be the first module in the cross-cultural section of the core curriculum. We hope that users find it stimulating and fun, and we wish to acknowledge Pettit, McCray, Mipos, Vittitow and the many others who have used it an¿ given us feedback, for their respective parts in its development.

Dan Edwards James A. McCaffery September, 1981

Contents

Purposes and Uses of Workbook
Exercises:
Section 1. Historical Encounters
Section 2. Learnings from Childhood
Section 3. Past Experiences in One Culture, Personal Needs and the Task of Satisfying Old Needs in New Ways
Section 4. Leaving Our Own Culture Effectively
Section 5. Responding To A New Culture
Section 6. Identifying Your Cross-Cultural Learning Needs

Purposes and uses of workbook

This workbook represents the First part of the Peace Corps cross-cultural training program. It is intended to help people begin the task of learning to live and work in, a culture different from their own. It is designed so that groups of 3-5 people can work through it and it is suggested that there be a facilitator. The purpose of the facilitator is to have someone to watch the time, to help in drawing out the learnings during discussion, and--as a person who has probably gone through either the Workbook or a cross-cultural experience before--to help interpret and expand upon the exercises in the Workbook.

In setting up this workbook? we have based our work on five principles which we feel must be recognized to achieve a successful experience in cross-cultural living:

1. Even though you may not realize it, you will discover that you already have some skills that will help you to be effective in cross-cultural settings.

2. As you enter a different culture you will have to take stock o~ you' present skills which are related to cross-cultural living, use those which are appropriate, modify others, drop some and build new ones. Although this seems like a simple process, it is not; rather it is exceedingly complex and will require a certain struggle as you go through different cross-cultural experiences.

3. Careful preparation and training can make you more effective more quickly as you enter a different culture.

4. Effective cross-cultural preparation emphasizes skill building rather than learning specific pieces of information.

5. You can profit by sharing your perceptions and learnings with others who are engaged in the same process, and they will also learn from your experience.

As you probably noticed from looking at the Table of Contents, this manual is divided into six sections. Each section contains a set of exercises that are designed to help you develop your learning framework for approaching the experience of living in a new culture. As you work through these in your small group you will have an opportunity to study yourself and to recognize what you are taking into the experience. After completing Sections One through Five you should be able to answer questions such as:

· In what ways do you think you present yourself, your values and your expectations of the other culture?

· How have all these personal values been built up?

· Based on your life experiences and personal needs, what are some of the learning needs and problems you might have in responding to another culture?

Adjusting to a new culture is hard but you do have many past experiences and learnings which wild parallel the things you are called upon to do. After reading the material on cross-cultural living in Section Five you will begin to get a sense of what some people refer to as culture shock. This information, along with your own self perceptions, will be a valuable bridge to learning to live in-the new culture. By developing learning needs in Section Six you will have the basis of a tentative plan for how you may want to approach this new experience. This will be followed up in-country during the first week of pre-service training. Thus, it is very important to bring this manual and your work with you.

If all of the above is done thoughtfully the results will make you more at ease as well as give you a personal framework within which you may learn to live in a new culture.

In terms of using the manual, much experience has indicated clearly that you should reflect individually and write your responses to the various Sections first, and then discuss them in your small group. That individual reflection time is a critical factor in the process, and it receives insufficient attention if you simply use the Sections as discussion questions.

A final note: We have tried to design this Workbook to fit the general needs of prospective Volunteers entering a new culture. We have also designed it to be integrated into pre-service training. Hopefully, it will be a useful tool to help you prepare yourself for a rewarding experience. It is not intended to be used once and forgotten. Thus, you should take it with you and refer to it as a kind of on-going check list for what you want to accomplish.

It remains only a tool, however, and like all tools it should be tried out, examined for effectiveness, and then modified if necessary to make it more useful to you. Use it however you think is best, but don't let the tool use you. If you find a better tool or a better use for this one, let us know so we can revise and update the Workbook as needed. Help us help others prepare themselves, and maybe our venturing into new and different cultures will be better all around.

Section 1: Historical encounters

Historically, there have been many problems when people of different cultures meet each other for the first time. These encounters have often resulted in war, exchange of disease, and the domination of one culture by the other. The cost in human life and suffering has been enormous.

A person never enters a new culture solely as an individual. Inevitably, he brings with him some of the history as well as many of the values and attitudes of his own culture, as one of many "foreigners" or "outsiders" who have come in the past, and who will continue to come in the future.

A. To begin to disentangle the complex problem of how -you learn to participate in another culture, it is helpful to go back into history and think about any one example, in either myth or reality, of how people of different cultures related to one another in a negative way and then to describe the negative qualities or consequences of their encounter.

Negative Qualities of Encounter

(Share and discuss with your group.)

B. Now, think of an historical situation, reality or myth, where people of difference encountered each other with positive consequences.

Positive Qualities of Encounter

(Share and discuss with your group.)

C. Re-examine your 'lists of the positive and negative aspects of these encounters. What criteria did you use to determine if an aspect of encounter was positive or negative? (An example of a negative criterion might be the decline of native arts and crafts; a positive criterion might be alleviation of hunger or suffering, as with the introduction of a new domesticated food plant.) Write down some criteria for positive encounters and negative encounters. After you and others have finished individually, try as a group to develop five criteria for positive encounters and five criteria for negative/encounters. Take about 10 or 15 minutes to see if you can agree on these criteria.

Criteria for	Criteria for
Positive Encounter	Negative Encounter

Section 2: Learnings from childhood

A. Our most intensive language and cultural learning takes place in childhood. At that time we are taught, among other things, how to meet strangers and how to relate to them. Remembering -hat you will be a stranger to people of the new culture, reflect back on your own childhood and think about some of the things you were taught about strangers in general. When, where and how did you learn these attitudes? Who taught them to you?

Teachings About Strangers

B. During your childhood and youth you also learned certain attitudes toward people of difference different ethnic groups, different religions, different nationalities, etc. Thinking either in general terms or in terms of specific groups, what are some of the things you learned about people who are not from your "own" group?

Teachings About People of Difference

(Compare the two sets of attitudes and discuss in your group.)

C. In working Sections 1 and 2, you may have discovered that you still have some biases about people of difference; some things that you need to be conscious of, check out occasionally, and work on. These kinds of things, often picked up during childhood or through a movie or a National Geographic, can have a profound impact on how we begin dealing with another culture; and, if unexamined, they car, seriously hamper our cross-cultural effectiveness. Bringing potential biases to a level of consciousness is a first and critical step. Please write down those "teachings" from your past that you think may still affect the way you will enter a new culture. Once you have noted these potential biases then move to the next part and jot down some specific ideas on things you could do to "work on" these biases (i.e., check your information source, try something out for yourself rather than accepting someone else's word).

Biases about people of difference I may have and/or need to work on.

Ideas and things I could do to work on these biases.

(Share and discuss in your group.)

Section 3. Past experience in one culture-personal needs and the task of satisfying old needs in new ways

Following is the outline of a chart. The vertical spaces indicate months of a past year (for you to fill in) while the horizontal lines from "0" to "10' indicate how you were feeling, with a "10" indicating a real "high" for you, and a "0" indicating a real "low." Draw a line chart, like a sales chart, to show how you felt from month-to-month during the year described. Then list and describe the qualities of these major highs and lows.

A. Indicate by a flow line on the chart below how you experienced your past year.

______________________________________________________________________________
Months
______________________________________________________________________________

10____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1_____________________________________________________________________________

Describe the kinds of things that were happening when you were experiencing major highs.

Describe the kinds of things that were happening when you were experiencing mayor lows.

(Share with your group.)

B. During the past year when you were experiencing highs, you were probably meeting some important needs. When you were experiencing lows, there were probably some needs not being met. Reflect on the "picture" of highs/lows that you have drawn for the past year, and try to extract those needs which seem to be important for you (e.g., a need to have contact with two or three close friends, a need for some occasional time alone).

Important Needs

(Share with your group.)

So what good is all this? Is it useful?

To everyone, perhaps not. Some people are reluctant or unable to attempt an analysis of their own behavior. It is certainly not necessary, but each of us goes through life trying to arrange things so that we will be happy. Our needs as they develop determine many of the choices we make, and we learn ways to satisfy our needs. This process normally goes on without much conscious attention.

However, the Peace Corps Volunteers find themselves rather quickly transplanted into new and unfamiliar situations, where the taken--for-granted ways of meeting needs might be substantially different. Although our needs may evolve during the two years, the changes in basic needs are neither rapid nor easily manipulated. We are faced, therefore, with the task of satisfying our old needs in new ways. While this is not a terribly difficult process for most Volunteers, it may require some conscious analysis and thought for the first time. Knowing something about your individual balance of needs may enable you to better understand the sources of unhappiness, and thus improve your chances of taking effective action.

If I know something about my personal needs, what does that information tell me exactly?

This knowledge has the follow uses:

1. It can help you predict your emotional response to many situations, permitting you to avoid, approach or modify them as appropriate,

2. It can help you identify the causes of discontent and depression, and suggest ways to alleviate them.

3. Perhaps most important, it will allow you to be active and creative in planning ways to meet your basic needs in the new culture. Being active in finding new and culturally appropriate ways to meet your "old" needs is an integral and exciting part of cross-cultural learning. Of course, how you analyze your needs is highly individualistic, and no one would suggest that knowledge of one's needs will in itself solve anything. However, it is well known that Volunteer effectiveness and happiness overseas is determined by the ways in which needs are addressed or not addressed. As we have seen from the charts, we normally go through highs and lows here in the States. This will happen overseas, and the ups and downs will tend to be exaggerated (at least at first). "Lower lows" can help cause you to be ineffective, unrealistic, ethnocentric, even to go home early. Thus, the ability to be clear about your needs and take an active role in planning to meet '´hem is critical, and, in those instances where you are unhappy, you will be better able to identify the causes and take effective action to make the situation better.

Section 4: Leaving our own culture effectively

Much of how we experience a new culture is highly dependent upon how we feel about the culture or situation we have just left and how well we have left it. Preparing for a new culture means in large part being successful in bringing satisfactory closure to our past involvement. Our freedom to leave present situations and friendships allows us to enter new situations and friendships more easily.

Moreover, many people have either had very difficult times as Volunteers or have left early because of "unfinished business" back in the States. For example, an individual may have a strong relationship with another and decide to go into the Peace Corps even though the partner does not. This situation needs careful consideration, as it has been the Peace Corps' experience that such situations generally lead either to leaving early or to the end of the relationship. This is but one example of the critical role that "leave-taking" will play in your Volunteer experience.

Reflect carefully on the situation you are planning to leave or have just left. How do you feel about it? Are there things you wish you had done before you left or as you were leaving? How have you taken care of close relationships? What things did you leave well? Please jot down some of the good points and ragged edges connected to your leaving.

Once you have done that, identify some positive actions you could take to deal with the ragged edges (and maintain the good points). Then try to develop some personal ideas for leaving a culture, home, friends, pets, etc.

Good Points

Ragged Edges

Positive actions I might take to maintain good points and to deal with ragged cages.

Ideas for leaving-taking of culture and friendships.

(Share and discuss with your small group.)

Section 5: Responding to a new culture

So far you have been drawing upon your own experiences and sharing them with the rest of the group. This is where most real learning must take place. Sometimes, however, it can help to examine the concepts and theories of people who have either studied or been through cross-cultural experiences to aid in crystallizing your learnings. The three short readings which follow contain some ideas which people who have had successful cross-cultural living experiences have pointed out to be important. Our feeling is that they may help you get a better picture of the experience you will be going through and will help you identify some of your cross-cultural learning needs.

A. Responses: Culture Shock

Many people who enter and live in a new culture for more than a month experience what has been labeled as culture shock. This means the newcomer will experience feelings such as not belonging, alienation, unworthiness or inadequacy, and may lose touch with his or her own real feelings. In many ways the person will be experiencing real mental distress, but what must be recognized is that culture shock is a normal process. It is something we all may experience to a greater or lesser degree.

We do experience culture shock differently, however. Some people tend to get very depressed. This may mean they withdraw from people of difference and have little energy to put forth in doing anything that is new or requires much effort. They feel victimized, and they look at others--particularly those in the new culture--as being the cause of their pain and torment.

Others may search desperately for similarities with their own culture or background and then try to rely upon these similarities for support to the exclusion of other activities. Those just out of a university environment may try to recreate some of the dominant qualities of that environment in their new situation. If they were heavily involved in sports, for example, they will try to get involved in similar activities in the new culture. If they previously relied a lot upon books they will spend much of their time in the new culture simply reading. The tendency is to seek out something familiar from the past in an effort to dominate and exclude the present as well as to preserve one's own ego or sense of identity. This is normal and sometimes, in fact, useful to do especially if it is done to help get you over a period of culture shock. The first problem, however, is to recognize symptoms of culture shock.

The following are some of the signs that may (they don't always) indicate you're on the old culture shock trip:

1. Yearning for certain foods or personal comforts not readily available in the new culture.

2 Escaping to maximum structure/minimum contact situations such as movies or formal restaurants.

3. Hanging around with fellow Volunteers or others of your own ethnic group.

4. Finding yourself talking about "them", "these people" and blaring "them" for the problems you're having in your work or in your personal adjustment.

5. Finding yourself drinking excessively, or spending unusual amounts of time:

sleeping
eating
bathing
grooming
yourself
daydreaming
playing cards (especially solitaire)
reading when you should be doing other things
organizing and reorganizing your room, equipment, etc., or

6. Avoiding contact with people of the new culture in any of a hundred other ways which all boil down to one fact--you may be in culture shock, and you owe it to yourself as well as to those around you to start doing something about it.

One final note; the term "culture shock" is a very apt and descriptive term. However, it may also imply that there is something so alien about other cultures that they "shock" newcomers. We do not mean to imply that at all: Rather, when an individual enters a different culture, it is often the absence of taken-for-granted, everyday things from his/her native culture which causes the shock. These "everyday things" can be access to newspapers, television, books, friends, certain kinds of foods, and so on. Because these things are taken for granted, it may cause discomfort or "shock" when they are no longer there, or at least not there automatically, nor in the form one is used to. Generally, it is that period during which one realizes that something is missing or different: and before one has substituted and/or accepted new "everyday things" available in the different culture wherein culture shock may be experienced. (This, of course, assumes that one is not simply ethnocentric or unable/unwilling to adjust; people who have these characteristics present serious problems when working overseas!)

Choose at least two of the signs (numbers 1-6, above) write them down, and decide at what point they cease to be signs of simple homesickness and begins to be symptoms of genuine culture shock.

Share and discuss your opinions with your group.

B. Responses: Resolving Culture Shock

Old-timers say culture shock can only be lived through, not dealt with. This does not seem to be true if you can just take the first step of recognizing that you are in culture shock. The whole thing is usually so deceptive--and we are so clever at inventing games to screen out the reality--that we cannot or will not admit what we are going through.

If we can get through to our real feelings the best thing to do is to face the reality and then deal with it. At this point we can acknowledge that we feel terrible (which is okay because it's what everyone feels in a similar situation) and we can foresee the actions we need to take to overcome these feelings. Action is terribly difficult for people in depression because they feel so ambivalent about things, but it is only action that will help. Action cuts through ambivalence and begins to resolve it.

An important question to answer when you recognize that you are feeling "down" and lonely, and all the rest, is simply, "What can I do to make myself feel more positive about things?" People in culture shock tend to be very puritanical and demanding of themselves, which only heightens the sense of discomfort and inadequacy.

Remember that this process is simply taking note of the conditions present or absent when you experience happiness or discontent. THERE IS NO "BEST" ORDERING OF NEEDS. Perhaps the most central idea to be conveyed here is that WE SHOULD SATISFY OUR NEEDS IN CULTURALLY APPROPRIATE WAY'S RATHER THAN SUPPRESS THEM. In fact, an important part of our pre-service cross-cultural training will be aimed at helping you to do this.

C. Responses: Feedback and Overidentification

Some things to keep in mind:

1. Feedback is the way we learn how well or how badly our actions are coming across. Sometimes we learn because people tell us directly; sometimes we learn because of other, less direct means (nonverbal cues, for example).

2. Feedback "happens" all the time, and in every culture. It's a question of whether we choose to "see" it and take it seriously. (Some examples of feedback--someone runs across the street to meet you and say hello as opposed to ducking in the nearest alley; someone falls asleep while you are talking to them; people want you to take leadership roles in committees.)

3. Feedback is often very subtle. It is usually only to our closest friends that we ever talk frankly about certain actions and how we felt about them, and even then our sharing of feelings is limited.

4. Feedback, both verbal and nonverbal, is cultural. It takes a long time to learn what it really means

5. In a new culture, feedback systems may be widely different from what we're used to. At first they may be totally unintelligible. What meant "you're doing fine" in your culture may mean "don't come any closer" in another.

6. When feedback is limited or confusing a common tactic is to mimic (to do what you see others doing) by picking up and modeling their actions and mannerisms.

7. Modeling is a basic form of learning, but it has to be in character with your other actions or it may appear ridiculous.

8. When carried to extremes mimicking looks phony, and it is called overidentification. Examples would be wearing moccasins the first day on an Indian reservation, or talking ghetto talk when everybody knows you're from the white suburbs.

9. Overidentification can really turn people off. You're saying you think you can fool them with this act, and that. you're so clever you can pick up in a day or so a cultural identity that they've spent years putting together.

10. It's not real and they know it. You're probably not being yourself. Either the change to the new behavior was too sudden to be sincere, of even worse, you act differently when you're with "your own kind."

11. The only way out is to be yourself and find ways to be reinforced for it. Get to know someone who will tell you honestly how you're coming across in the new culture. If others from your own culture are available, help each other feedback on how you're doing in the new situation.

12. Be sensitive to the ways people in the new culture give each other feedback. Then look at what they're "telling" you (in one way or another).

Section 6: Identifying to your cross-cultural learning needs

Having read and discussed the articles in Section 5 and looking back on the work you have done in Sections 1-4, we would like you to make an attempt to identify your cross-cultural learning needs. You might want to reflect back particularly on Section 3 where you were trying to pinpoint some of your needs over the last year. For example, one cross-cultural learning need might be to learn about the foods in the new culture, and to learn culturally appropriate ways to cook it and eat it. A less obvious learning need might be as follows: to identify ways to spend some time alone in a culture which (at least from what you know now) does nor value "aloneness." Other learning needs might revolve around your Volunteer assignment area (e.g., health extension), language and communication, entertainment, and so on. Learning needs may even involve identifying things you could do to take care or any ragged edges you have from leaving this culture, and things that you might be able to do to maintain back home relationships and contact (Section 4). In addition, they should reflect continued work on any biases you may be taking with (Section 2). Reflect individually, then, and use the space below to take an initial cut at writing your individual cross-cultural learning needs.

Cross-cultural learning needs

(Share with you. group If someone else's sharing reminds you or something you forgot, or seems like a good idea, you can use the space below to add to your list.)

Final Note:

These are your cross-cultural learning needs as you see them right now. The list will evolve as you gain experience in the new culture, but this provides an excellent starting point. Please remember to bring this manual with you, and this Section in particular, as it will form the basis for one of your first crosscultural training sessions during the first week or so of pre-service training.

Session 6: Role of the volunteer in development work (rvdw): the helping relationship as a volunteer

Time: 7:30 AM to 10:30 AM

Goals:

· To identify some of the ways in which individuals help one another.
· To discuss participants' own personal motivation for helping and their own personal theory of "helping."
· To experience and articulate feelings individuals have about being in a position of receiving help after a session in which they receive help from another participant.
· To articulate feelings about being a helper after actively helping another participant in a training session.
· To discuss some of the dilemmas -- political and personal -participants may confront as volunteers around the notion of "helping."

Procedures:

Time	Activities
5 Minutes	1. The trainer briefly discusses the goals of the activity.
10 Minutes	2. Participants complete the inventory.
	3. Triads are formed and the participants in each triad identify themselves as A, B, and C.
5 Minutes	4. The following instructions are given by the facilitator:
	During the first round, participant A is to be the first "helpee"; he is to present his results from the inventory. Participant B is to be the first "helper"; his task is to begin a helping relationship with the "helpee". Participant C is to be the first "observer"; he receives a copy of the Helping-Skills Observer Sheet.
90 Minutes	5. Round One is begun. The facilitator stops the process after twenty minutes and instructs participant C to report his observations and lead a discussion for ten minutes.
	6. Round Two begins. Participant B becomes the "helpee"; C becomes the "helper" and A becomes the observer (thirty minutes).
	7. Round Three begins. Participant C is the "helpee"; A is the "helper" and B is the observer (thirty minutes). At this point, the trainer puts flip chart paper on the walls near each triad.
	8. Immediately after Round Three, the triads are instructed to spend a few minutes in order to identify the behaviors that assisted and that hindered their helping relationships. They should be prepared to share these in the large group after the break (five minutes).
TAKE BREAK
15 Minutes	9. The total group reconvenes and the trainer asks participants what they felt hindered their helping relationships. A recorder lists these on newsprint. The trainer repeats the process, this time asking for those behaviors that assisted their helping relationships.
20 Minutes	10. Stepping back from the lists, the trainer should then ask the participants if anyone would like to make some generalizations about what is needed in order to have a successful helping relationship.
15 Minutes	Trainer asks questions like the following (from news print):
	- What did it feel like to be helped and what can we learn from this?
	- What did it feel like to be a giver of help and what can we learn from this?
	- What may be different about helping others overseas?
	- How might cultural variables affect a helping relationship?
	- How can I approach asking others for help and helping others (be they PCVs or HCNs)?
	- What is your personal motivation for helping others?

Materials:

· "Helping-Skills Inventory"

FOR STAFF USE ONLY (Representative Sample of Work Generated by Participants in Small Groups/Copied from Newsprint). THIS IS NOT A HANDOUT FOR PARTICIPANTS.

Behaviors that Assist in Setting up a Helping Relationship:

Put the problem in perspective

Give confidence

Be truly interested

Ask questions that allow helpee to find real anxieties or problems

Relate experience

Be actively involved (listening)

Ask questions (relevant)

Create comfy atmosphere (putting helpee at ease, developing trust)

Help provide reasonable solution

Don't be overly solution oriented

Thought provoking silences

Let helpee define problem and re-define

Good eye contact and body language

Draw out of relevant examples

Rephrasing the problem to help him/her to be clear re: what she/he

is saying and that you're perceiving it correctly

Sincerity and sensitivity

To relate successfully overcoming past experiences to present problems

Be sensitive to the type of person you are dealing with

Effective listening

Clarifying the problem

Establish rapport

To question, probe

To clarify what you hear the person saying (to help them understand how they are coming across)

Let the person talk

Ask for examples or relate to their problems by giving personal examples occasionally

Try to help person focus the issue

Help person understand what situation may be once problem is resolved

Help to examine different alternatives Create a comfortable non-threatening atmosphere

Behaviors that Hinder in Setting up a Helping Relationship:

Rambling on a topic or suggestion (the helper)

Summarizing with a lack of depth (i.e., one work summarizations)

Reiteration (total paraphrasing and being too empathetic)

Talking too much

Making judgements - telling the person what's wrong, what to do to solve problems, etc.

Looking bored (or being bored)

Assume solution is possible and desirable

Don't get involved in yourself (if you are the helped)

Helper and helpee shouldn't expect too much from one session

Insensitivity

Interrupting over-simplification

Dominating the conversation

Not understanding the problem, person

Assuming too much

Prying

Judging

HELPING - SKILLS INVENTORY

This check list is designed to help you think about various aspects of the behaviors involved in helping. It gives you an opportunity to assess your skills and to set your own goals for growth and development. To use it best:

1. Read through the list of activities and decide which ones you are doing the right amount of, which ones you need to do more of, and which ones you need to do less of. Make a check for each item in the appropriate place.

2. Some activities that are important to you may not be listed here. Write these activities on the blank lines.

3. Go back over the whole list and circle the numbers of the three or four activities which you want most to improve at the present time.

General Skills	OK	Need to Do More	Need to Do Less
1. Thinking before I talk	-	-	-
2. Being comfortable with my educational background	-	-	-
3. Being brief and concise	-	-	-
4. Understanding my motivation for working in a helping profession	-	-	-
5. Separating personal issues and work	-	-	-
6. Listening actively to others	-	-	-
7. Appreciating the impact of my own behavior	-	-	-
8. Being aware of my need to compete with others	-	-	-
9. Dealing with conflict and anger	-	-	-
10. Building an atmosphere of trust and openness	-	-	-
Sensing and Diagnosing
11. Helping clients to discover their own problems	-	-	-
12. Asking direct questions	-	-	-
13. Inspiring the helpees confidence in my ability to do the job	-	-	-
14. Willing not to be needed by the helpee	-	-	-
15. Offering to find answers to questions	-	-	-
16. Drawing others out	-	-	-
17. Expecting people to use my solutions	-	-	-
18. Helping people generate solutions	-	-	-
19. Accepting the helpee's definition of the problem	-	-	-
Job relationships Do More
20. Saying no without guilt or fear	-	-	-
21. Working under pressure of deadlines and time limits	-	-	-
22. Setting realistic goals for myself and the client	-	-	-
23. Working comfortably with authority figures	-	-	-
24. Letting someone else take the glory	-	-	-
25. Working with people I do not particularly like	-	-	-
26. Giving in to client restrictions and limitations	-	-	-
Problem Solving	-	-	-
27. Stating problems and objectives clearly	-	-	-
28. Summarizing discussions	-	-	-
29. Selling my own ideas effectively	-	-	-
30. Helping people maintain a logical sequence for problem solving	-	-	-
31. Challenging ineffective solutions	-	-	-
32. Asking for help from others	-	-	-
33. Evaluating possible solutions critically	-	-	-
34. Contributing various techniques for creative problem solving	-	-	-
Implementing
35. Attending to details	-	-	-
36. Helping people make use of their strengths and resources	-	-	-
37. Taking responsibility	-	-	-
38. Changing plans when emergencies come up	-	-	-
39. Building and maintaining morale	-	-	-
40. Requesting feedback about the impact of my presentations	-	-	-
41. Controlling my anxiety while I am performing my task	-	-	-
42. Intervening without threatening my colleagues or the people I am helping	-	-	-
43. Intervening at the appropriate time	-	-	-
44. Admitting errors and mistakes	-	-	-
45. Admitting my own defensiveness	-	-	-
Evaluating
46. Assessing my own contributions realistically	-	-	-
47. Acknowledging failure	-	-	-
48. Feeling comfortable with someone reviewing my work	-	-	-
49. Dealing with unpredicted changes	-	-	-
50. Relying on informal feedback	-	-	-
51. Letting go when the task is finished	-	-	-
52. Arranging for next steps and follow-up	-	-	-
53. Attributing failure to the helpers "resistance"	-	-	-

HELPING - SKILLS OBSERVER SHEET

The helper:
______1. Helps the helpee to analyze problems.
______2. Helps the helpee to generate solutions.
______3. Acts as a clarifier to the helpee.
______4. Acts as a summarizer.
______5. Contributes suggestions from experience and knowledge.
______6. Gives the helpee ready-made answers.
______7. Assumes that the helpee has presented the problem accurately.
______8. Indicates that he is listening.
______9. Picks up on nonverbal cues.
______10. Talks more than the helpee does.
______11. Shows interest in the helpee.
______12. Paraphrases.
______13. Confronts and/or challenges the helpee.
______14. Collaborates with the helpee to define problem areas.
______15. Helps plan follow-up and next steps.

What seems the most helpful thing the helper said or did?

What behaviors seemed least helpful?

Other Comments:

Session 7: Individual interviews

Time: 20-30 minutes per interview

Goals:
· To provide feedback to each participant on his/her performance o To get to know participant on an individual basis

Trainer's Notes:

1. These interviews are not a "chat." Trainers need to decide beforehand what feedback is to be given; care should be taken to communicate specific positive and negative feedback.

Procedures

Time	Activities
20 to 30 Minutes per person	1. The Training Director should conduct the initial interview using the following format:
	Interview
	1. Why the Peace Corps?
	2. Do you understand the Assessment Dimensions?
	3. Is there anything you have left unfinished? If so, what do you plan to do about it?
	4. What areas have you identified for yourself that you need to work on?
	5. What do you feel your strengths are?
	6. We would like to give you the following feedback.

Session 8 Volunteer in development and change

Time: 3 PM to 6 PM

Goals:

· To simulate certain conditions of a development worker.
· To practice problem identification, strategy building and solution finding.
· To explore notions, assumptions, and personal theories about change.
· To practice implementing solutions and strategies.
· To examine certain variables of development work, such as ambiguity, implications of working within system as opposed to outside system, volunteer need for urgency in change process.

Procedures:

1. A progressive case study will be used for this session. It should be combined with role plays and simulations which emerge from each part of the case study. (Suggestions are included in the trainer's copy after each part.)

2. This session is done by dividing reference groups into smaller groups of five participants. The participants will read separately each section of the case study, Parts I-IV. They should analyze the situation, identify any problems, discuss the appropriateness of the volunteers' responses and their implications, and suggest alternative strategies. After each part, the groups will meet with the trainer(s) to share their analyses, reactions and strategies. Spontaneous role plays emerge from the discussion at this time. After discussion is completed, the next section is given out and the process is repeated in Part V.

3. At the end trainer asks participants what feelings they felt the development worker must have had during this case study. These are listed on newsprint. The trainer can close session by promising the trainees that they will experience these same feelings during their own volunteer experience.

Materials:

· The Case Study of A Development Worker, adopted from the Peace Corps training program in Liberia during the summer of 1973. Developed by Jack Koklmyers, James McCaffrey, Ed Salt and James Tashima.

Trainer's Notes:

1. While participants are working in groups of five, the staff does not play an active role. That is, the staff does not facilitate the small group problem solving discussion. Staff may observe the groups during this time, and then facilitate the discussion while participants share their reactions after each part of the Case Study.

2. Processing questions and suggested role plays are included in the Trainer's Guide for the Case Study. They should not be included in the edition given to the participants.

3. Trainers are to use their discretion in deciding when simulations are to be done based on time, staff expertise and the flow of discussion. Parts 1, 3, and 5 are rich in issues and situations for simulations.

CASE STUDY OF A DEVELOPMENT WORKER

Part I

This is a case study of a PCV working in cooperatives. He viewed this position as an important one, working in the beginnings of the country's Cooperative Movement. The Minister of Agriculture, whom the Volunteer met during training, reinforced the importance of the job he was about to begin. Since the Minister's home area was the same as the Volunteer's working area, the Minister explained in detail to the Volunteer what he knew of the people, their interest in starting a cooperative, and his expectations of the Volunteer's performance.

After nine months on the job, the Volunteer found that he was concentrating on one rice cooperative. It had taken a good part of the first nine months of his stay to settle into a life style that he was comfortable with. Although he had made a sincere start in trying to learn the local language, he gave it up after a few weeks. He said that he didn't need it on the job and had a perfectly adequate interpreter through whom he could communicate to the cooperative members. Much of his time was spent moving into his town and building relationships with the townspeople he considered key to his success as a cooperative worker. He applied the same process to the job, establishing contacts and building relationships with those in the Ministry of Agriculture on whom he knew he would eventually have to rely. This he did on both the headquarters and district level. This work was slow and frustrating, but within nine months the Volunteer felt he had established some very strong relationships with many people in the Ministry and in town. Needless to say, he knew most of the agriculture volunteers in the country and often spent time with them, talking over their frustrations.

While all this was happening, the Volunteer was in the process of defining his job. Although he was supposed to work with six budding cooperatives, he found himself spending more and more of his time with the one cooperative in his town. This was partly due to the difficulties he had in obtaining gas from the Ministry, partly due to the Minister's interest in the project, and partly due to the high visibility of the cooperative (It was on the main road).

He became the key advisor to the cooperative, working closely with the Chairman of the cooperative and the Board of Directors. He spent a considerable amount of time with each of the twenty members of the cooperative as well, visiting their homes with his interpreter. The result of his work was a group of very enthusiastic farmers whom he had taken from skepticism to active participation in nine short months. They had agreed to start a communal pilot rice scheme of some 40 acres, using one piece of land that they had obtained from the clan chief.

Since this was the first project that the cooperative was working on, both the members of the cooperative and the people of the area were watching it very closely. One measure of their wariness in spite of their enthusiasm was that each cooperative member made sure that his own traditional plot of land was prepared for the upcoming rice season. During the time that the Volunteer was building up the members' enthusiasm, he had to cope with many periods of depression, when he felt that he would not be able to bring the members to a state of readiness in time for his first full season. In fact, it took a full four months for the members and their leaders to decide that the project was at least viable with a fair chance of success.

To reach that point, the Volunteer and the Chairman of the cooperative had together arranged for certain commitments from the Ministry of Agriculture. The Ministry carried out a soil survey to determine if the plot of land was indeed suitable for rice cultivation. The Ministry promised fertilizer and helped to arrange a loan with which the members of the cooperative bought the fertilizer. The Ministry promised to supply improved rice seed, and the members had raised money for the seeds by holding a dance, a beauty contest, and by raising their fair share of membership fees. This money they sent to the Ministry via the Volunteer (when he was going down to the capital for his gamma globulin shots) some two months before the seeds were due to arrive.

By the end of April, the members and the Volunteer were fairly satisfied with their progress. A plot of land had been selected and it had been cleared and prepared by the members. The fertilizer had arrived and was stored in a shed attached to the Volunteer's house. A number of technical advisors from the Ministry and UNDP had visited, each giving a lecture or demonstration which the members felt worthwhile. The money for the seed was with the Ministry, and the Director of the Division had promised that the seed would be available by mid-April. All things considered, the Volunteer was quite pleased with the progress of his work, and had been suggesting to a number of other Volunteers, Ministry officials, and cooperatives that they may want to visit his cooperative during the next months in order to use it as an extension demonstration in cooperative work.

By the middle of May, four weeks late, the seeds had not yet arrived. The Volunteer and cooperative members were becoming worried. People were expecting the first rains by late May or very early June, and the rice had to go in just after the first rains or the yield would probably be severely reduced.

Finally, the Chairman of the cooperative and the Board of Directors met in a special session to talk over the tardy seeds. After several hours of palaver, they decided to send an urgent message to the Division Director in the capital city inquiring about the seeds. The Chairman, whose brother worked for the Ministry in the nearby county seat, suggested using the Ministry radio network to send a message to the capital city.

The Volunteer, who had returned the previous day from the county seat, mentioned that the radio was not in good working order, and it was quite difficult to communicate clearly with any assurance that the message was properly understood in the capital city. By chance, the Volunteer knew that the Peace Corps mail truck was due to pass through the town that afternoon on its way to the capital. The members agreed and the meeting ended with the Chairman and Volunteer drafting a letter to the Director of the Division.

As the Volunteer and the Chairman composed the letter, the Volunteer decided to send the letter to the Peace Corps Agricultural Programmer, asking him to take it by hand to the Division Director. He felt the situation was serious enough to ask for the Agricultural Programmer's help. If nothing else, he felt that the letter may carry a little more weight if the Agricultural Programmer discussed it with the Division Director personally.

Part II

Three days later, when the mail truck was returning up country, the Volunteer received a letter from the Agricultural Programmer in the capital city. The Agricultural Programmer had visited the Division Director, and had obtained an assurance from the Director that the rice seeds were just being arranged and should be on their way within the next ten days. The Volunteer visited the Chairman and Board of Directors and the group was considerably reassured by the Agricultural Programmer's findings. They adjourned to a local bar to celebrate their good fortune.

Ten days later, the first rains fell, good soaking rains which promised a good year if only the seeds were on hand for planting. However, they had not yet arrived. The Volunteer and the Chairman called another meeting of the Board of Directors (although they had some difficulty in contacting some Directors because they were out on their own lands planting their own rice crops).

During the meeting, the group decided that they had at the most another two to two and one half weeks to get the seed in the ground. After that, it would be almost too late. They decided that more urgent action was needed, and began to make plans to send a delegation to the capital to trace the missing seeds and to try and bring them back with the delegation. Plans were made, but when they began to talk about transport, it was found that no one could afford the trip out of their own pocket. The Treasurer of the cooperative was consulted, but it was found that almost all the cooperative's funds had been sent almost two months earlier to pay for the seeds. They had no cash on hand.

One of the members then asked the Volunteer if he could go down himself, using his own vehicle. The Volunteer's vehicle was not in working order, and so that option seemed to be useless. The Volunteer began to feel the pressure build, for he knew the next ten days were going to be crucial to the success of the cooperative. After giving it some thought, he decided to pay for taxi fare out of his own pocket for the trip. The Volunteer also wanted to involve someone else from the cooperative, so he asked the Chairman if he would accompany him and agreed to fund his trip for just this one time.

The next morning, the Volunteer and the Chairman left for the capital.

Part III

The next morning, the Volunteer met the Chairman at the Ministry headquarters, and they together went to see the Director of the Division. When they went into his office, the secretary informed them that the Director was attending a conference on the "Cooperative Movement in Africa" in Lagos, Nigeria and would not be back for another two weeks. Acting in his place, she said, was the newly appointed Deputy Director of Cooperatives.

The Volunteer and Chairman went into the new Acting Director's office, a man whom the Volunteer had never met but the Chairman knew from early grade-school. After some reminiscences by both the Chairman and the Acting Director, the Volunteer broached the problem that he was facing. Speaking on behalf of the cooperative, he outlined the problem to the Acting Director stressing the promises the Ministry had made to him, and strongly asked for some "immediate action." The Acting Director was not familiar with the case, and was not sure what authority the Director left with him to deal with the situation. However, he promised the Volunteer that he would look into the matter and asked him to return the next morning. The Volunteer, although unhappy with the response, agreed. After he left, the Chairman and the Acting Director continued to share memories, and the Acting Director invited the Chairman home for lunch with his family.

Up to this point, there were a number of different reactions from the persons involved. The Volunteer, under pressure for the success of his project, felt upset by what he regarded as the Ministry's "betrayal" (his words) of his project at a crucial moment. He did not know the Acting Director, and was not sure that he would come up with the seeds. The Acting Director, on the other hand, was confused by the whole matter. He had been transferred to the Division only two weeks before, and was just beginning to get his feet on the ground. He was happy to see his old friend, the Chairman, but was a little upset by the somewhat abrupt manner of the Volunteer. (This, he decided, was nothing to be concerned about, and was probably just the normal way this American acted.) The Chairman, who was not used to working at such high levels of the Government, was a bit overawed by the situation, and was worried about what the lack of rice seed would do to his food supplies and his reputation, but assumed that the Volunteer had everything under control.

The Acting Director spent most of the afternoon tracking down the various arrangements that the Director had made for this cooperative, and finally determined that the seeds were indeed on hand and only required some final processing and packaging and they would be ready -- perhaps within a week or so. Some seeds had already gone out (they had only two trucks available for transport) to some cooperatives and other buyers, and it turned out that this Volunteer's request was one among another 156 left to go.

Part IV

That night the Volunteer was attending the Peace Corps' party for some finishing staff members of the Peace Corps. By chance, the Minister of Agriculture (the Minister from the Volunteer's area) was attending the party. Since the Volunteer knew this man from his training program, and since he had visited his area several times in the past months, the Volunteer decided to talk to the Minister about the problem he was having. The Minister reacted very strongly and very angrily to the Volunteer's somewhat pointed description, and promised that he would look into the matter and do all he could to help.

The next morning, as the Volunteer was collecting his mail at the Peace Corps mail room, he ran into the Agricultural Programmer who asked about the problem he was having. After listening to the events, the Agricultural Programmer mentioned to the Volunteer that the United States Embassy had a self-help fund from which he might qualify for assistance in buying the seeds. Part of the arrangement, however, was that the Volunteer would have to take responsibility for the funds and project, for a national was not allowed to do so. The Volunteer was glad to have another option available, and said that he would look into it before he left.

After leaving the Peace Corps office, the Volunteer returned to the Ministry to see the Acting Director. Although the Acting Director promised that the seed would be available in three days, he said the Volunteer would have to arrange his own transport; however, the Volunteer also noticed that the Acting Director was very abrupt and cool towards him. The Volunteer left the Ministry unsure about the promise that the Acting Director gave him, and did not really trust his promise, anyway.

The Volunteer knew that if he did not obtain the seed within the next week, it would be too late. To keep his options open, he decided to go to the Embassy to investigate the self-help fund.

The Embassy officer cordially welcomed the Volunteer, and said that they would process his request in a hurry and would have a decision for him in three days.

The Volunteer then met the cooperative Chairman, and together they caught a taxi back to their town. On the ride up, the Volunteer was very happy with the results of their trip, and explained enthusiastically the two options that he had worked out for the cooperative. From at least one of the sources, he told the Chairman, they should be able to get the seed by the end of the week. The Chairman did not seem to share his enthusiasm, although the Volunteer did not notice it for another hour or so.

Finally, noticing that something was bothering his companion, he asked him what the problem was. After some fencing about , he discovered that the Chairman had visited the Acting Director after the Volunteer's visit that morning, and the Acting Director had angrily chastised his old friend for going to the Minister with their problem. The Chairman was put in a dilemma (for he did not want to pass the blame on to the Volunteer, who was their key to the seeds, but at the same time did not want to lose his friend). This he did not express to the Volunteer directly, and the Volunteer commiserated with the Chairman about the evident lack of understanding the Acting Director showed about the seriousness of the problem that faced the cooperative.

Part V

The seeds finally arrived in the capital. The Embassy turned down the Volunteer's request because they "needed at least four weeks" to fully investigate the project. However, the Volunteer had finally got his pick-up in working order and had gone down to the city to collect the seed personally at the end of the week.

Unfortunately, the seeds that arrived turned out to be of poor quality. The Volunteer had been given the wrong sacks of seed from the warehouse. The yield for that year promised to be a very poor one. A month or two later, the Volunteer noticed that the members of the cooperative did not attend their meetings as enthusiastically as they used to. The Chairman seemed to be cooler towards the Volunteer, and the Volunteer eventually found out that the Chairman and the Acting Director were no longer on friendly terms, but assumed that this was because of the poor seed that the Ministry had sent them.

Session 9: Nutrition

Time: 7:30 PM - 8:30 PM

Goals:

· To introduce the concept of "good nutrition"
· To explore the basic nutrient need of people
· To identify the nutrient value of categories of food
· To identify and research the uses and nutrient value of locally available foods at training site and in Host Country

Overview

This session will focus on basic nutrition concepts, classification of nutrients, and the characteristics of a nutritional dish. Trainees will examine their personal eating habits and daily diets in relation to nutritional needs, and discuss how their eating habits have changed during training and may change while living overseas.

Procedures:

1. Trainer introduces the session by remarking that for most of us "good nutrition" is not a new concept. We hear about the use of chemical additives in food; the dangers of junk and fast foods; and our mother's concerns for "clean up plates" and "eating green vegetables" that are good for us. But despite the concern about "good nutrition" that we have been exposed to, how many of us actually pay close attention to what we eat? For many of us our food habits have changed here at the training site and are sure to change even more radically once we are overseas.

"We are what we eat" The quality of food which we take into our bodies determines to a great extent the quality of life we have.

The purpose of this session is to examine this area of food and nutrition so that we can maximize our nutritional intake as trainees and in the future as PCVs.

2. Trainer summarizes the goals of the session which are listed on newsprint.

3. Trainer begins next segment of exercise with the following introduction: In order to better understand the concept of "good nutrition" and how this relates to us personally we are going to take a close look at our personal eating habits and daily diets. First, however, let's take a look at food in general. The trainer facilitates discussion around the following questions: (answers are written on newsprint)

a. What are nutrients? What are the major nutrients found in foods?

b. What are the important functions of these nutrients?

Trainer then talks about the functions of the nutrients in various foods. Trainer shows following chart which has been put on newsprint.

THREE MAIN FOOD GROUPS

GROUP I	GROUP II	GROUP III
(protective foods)	(energy foods)	(body building and repair foods)
Fruits and	Cereals, Grains,	Meat, Fish, Poultry,
Vegetables	Starchy Roots,	Eggs, Milk, Cheese,
Extracted Oil	Yogurt
Beer and Wine
Provide water, minerals and vitamins	Contain high amounts of carbohydrates	Contain a high percentage of protein and/or fats

Trainer continues "As you can see, foods fall into one of three groups depending on the mayor nutrients they contain."

4. Trainer now asks each trainee to recall what they have eaten and drunk in the last 24 hours and place each of these foods in the nutrients group it belongs. Trainees complete the 24 hour diet recall.

5. The training group is then divided into small groups and encouraged to discuss their individual findings. Possible questions to facilitate the small group discussion might include:

a. In which food group did most of what you ate and drank yesterday fall?

b. Was yesterday a normal day for you in terms of what you ate? Were you tired, sluggish, energetic?

c. Were there any surprises in what you found to be the major nutrients that you got yesterday?

d. Where were you deficient? Where were you in surplus?

Trainer asks group to come up with strategies to correct deficiencies and surpluses. Small groups report out to large group. Strategies are discussed. Those that are feasible are encouraged by trainer to be acted on.

6. Trainer now asks small groups of trainees going to the same country to list what they know about foods and diets in their prospective Host Country. Also make a list of what they will need to ask in country. What dietary habits will they have to modify?

7. Trainer now talks about changes that they have agreed on for diet while in training and how this is a good place to start being aware of "good nutrition" and monitoring each other. Points out that good nutrition will help them stay energized throughout training.

Trainer's Note:

Trainees ate all meals together. Complained about lack of certain food stuffs and ways in which food was prepared. Trainers felt that trainees were not being sensitive to availability, and certainly not taking nutrition into consideration.

Session 10: The volunteer and technical assistance

Time: 7:30 AM to 9:30 AM

Goals:

· To examine some basic assumptions about Volunteers and technical assistance, and about living and working in a different system.
· To identify and discuss special issues related to development assistance.

Procedures:

Time	Activities
5 Minutes	1. The trainer explains that this is a part of the RVDW component and, with the aid of a flow chart, reviews the different experiences and issues covered in the earlier RYDW sessions. The intent here is to "sketch" the larger picture of development and show how Volunteers are a part of that process. The introduction ends with the trainer reviewing the specific goals of the session (which have been listed on newsprint).
15 Minutes	2. The trainer asks participants to briefly review the article and choose one issue that they feel is relevant and significant.
20 Minutes	3. The following instructions are given by the trainer and self-monitoring is initiated:
	o Form triads, share and discuss individual issues. Choose one that is representative of the triad's interests.
30 Minutes	o Combine triads and form groups of 10-12. Share and discuss triad issues. Choose one issue to present creatively to the entire group. Each group also presents a flip chart with a statement of the triad issues.
5 Minutes	4. Break
8-10 Minutes	5. Group presentation per group
5 Minutes	6. The trainer presents the Peace Corps goals and links them to neo-colonialism and working as a Volunteer in development overseas.
	7. Ask the group to identify generalizations about neo-colonialism as it affects the PCV. Then ask the group to reflect on what they have learned and how this will be useful to them as PCVs.

Materials:

· The Peace Corps Goals
· "Volunteers and Neo-Colonialism" handout
· Flip Charts, Magic Markers

Trainer's Notes

1. While the participants are engaged in procedure #3, staff is encouraged to choose an issue and design a skit. Participants and staff are to present their issues in a fun and creative manner. Staff can offer to secure props for groups if needed.

2. Participants should be encouraged to present their issue in skit form.

3. Right after session 5 trainees should be given the "The Symptoms of Neo-Colonialism" and Long Term Service 1968 Articles to read.

THE PEACE CORPS GOALS

The purpose of the Peace Corps is to promote world peace and friendship by making available, to interested countries and areas, men and women of the United States qualified for service abroad and willing to serve under conditions of hardship if necessary:

1. To help the peoples of such countries and areas in meeting their needs for trained manpower;

2. To help promote a better understanding of the American people on the part of the peoples served; and

3. To help promote a better understanding of other peoples on the part of the American people.

LONG-TERM SERVICE 1968

A short review of volunteer service today, while revealing many young people usefully and happily at work throughout the underdeveloped world, also reveals several disturbing features.

1. Volunteer service is becoming an Institution. Increased funds, salaries, allowances and better conditions, plus large numbers of "safe" assignments, usually government approved, all combine to provoke a new public image. Volunteer service abroad is now one of the standard alternatives after school or university, or as a break between jobs. The sense of risk, of solidarity, even of privilege at being a volunteer is vanishing.

A new type of administrator is also emerging, who has no desire to "romance over the past," and is more concerned to stabilize and integrate volunteer service into other Aid forms.

2. As volunteer service becomes institutionalized so numbers of good quality applicants for service are declining. The U.S. Peace Corps, for example, must settle in 1968 for a figure some 5,000 below Jack Hood Vaun's original target of 17,200. Sweden and Germany are experiencing similar difficulties on a lesser scale. One of the reasons, commonly accepted in America, is that young people no longer wish to be identified with their governments, in whom they have lost faith. This thesis is also taken up by Mr. Dieter Dankwortt in a paper prepared for the Council Learning and Helping Overseas and presented on March 21, 1968, in Bonn. In it he suggests that "The identification with the Bonn establishment puts the German volunteer Service in a difficult position. The young generation of a country can--as the example of the U.S. Peace Corps under President Kennedy showed-identify with the goals of its government, when these goals are dynamic and appeal to idealism. When the politically active part of the youth however, is disappointed with its government and seeks to maintain a distance from the establishment, it will then also refuse volunteer service financed and controlled by that government. This development is beginning in Germany..."

3. In the field, in contrast to the early years. there is now a tendency to cooperate with Technical Assistance, the Embassies, missions and even commercial interests. The volunteer programs profit, getting administrative help, advice, introductions, tools, materials and transport--all previously unavailable. In this affluent company, host country officials accredit volunteer programs with a new "maturity."

4. Volunteers are now being assigned responsibilities which are indistinguishable from those of regular Technical Assistance personnel, sometimes positions of considerable power. Mr. Dankwortt has this to say about the German volunteers, "Today both in giver and receiver countries, one can see a trend towards the replacement of the expert by the volunteer. What was intended as an addition has become a substitute. The reason for this trend lies in the fact that volunteers are carrying out similar or even higher ranking tasks than the experts. Only a few giver countries practice a consistent division of function and authority in their projects, and make it possible for experts and volunteers to work together in a cooperative spirit with an optimum division of labor."

All credit to those volunteers capable as, or even more expert than, the experts themselves. But let us remember that it is just at this pseudo-expert level that the rot has set in. Many of these volunteers filling "normal" posts are beginning to live at the standard traditionally expected of white expatriates. Equally, their field administrators live in conditions identical to those of Foreign Aid or Embassy officials. The host country ruling classes, who already enjoy or aspire to privileged conditions themselves--and top military and civil service officials, hotel proprietors, land owners and businessmen-naturally approve that "standards be maintained."

5. The improving of conditions within volunteer programs, far from strengthening the spirit of hard work, initiative, cooperation, concern --is undermining it. Mr. Dankwortt has this to say: "The perfect bureaucracy is the volunteer's greatest enemy. In all volunteer organizations which are structured on governmental administrative principles, there is a marked trend towards the growth of a type of 'spoiled children' or 'small bureaucrats' who regard the organization as a kind of cow to be milked, and whose main worry during their period of service is to take maximum advantage of all financial and material subsidies available. The higher the subsidies, and the related maintenance standards and administrative costs, the lower the identification of the volunteers with the actual organization, and the weaker the individual initiative, assumption of risk and willingness to work hard. This trend is so strong that some organizations will need to make radical administrative and structural changes in the very near future."

In the end, except in name, a man may cease to be a volunteer at all. He becomes a mere "Contractor," one who undertakes to do certain work in return for payments and subsidies. He may consider himself underpaid--so, no doubt, does half the labor force of Europe--or he may have calculated that the "financial and material subsidies" he can claim are really quite considerable even by the standards of his home country.

Indeed, some organizations nowadays seem to be embarrassed to let the public know just how much the real income of their volunteers amounts to. In their information brochures and newspaper interviews, they write only of "broad, lodging, pocket money and local travel."

Many working men in industry take home less than this "pocket money" in their weekly pay-packets, though they do not know it.

6. The true international aspect of voluntary service has not developed; instead most governmental and even some non-governmental organizations have a distinct nationalist propaganda value. The "international understanding" spread by volunteers is, consciously or unconsciously, little more than a public relations campaign for their home country. Mr. Dankwortt has also noted in one of his theses that "...it would seem possible and desirable that a much stronger international cooperation be developed amongst the various organizations."

Just how comprehensive Mr. Dankwortt wishes the word "international" to be, is not clear. What is sure, is that sending out "international" teams of Finns, Swedes and Norwegians or Americans, Canadians and English--as seems a possible future development on the volunteer scene--will not help much the cause of true internationalism.

I would describe each of these six conditions as disturbing since they all suggest that volunteer service is compromising itself before the conventional institutions. Many of these institutions, if not all, are bound to support neo-colonialism, although this idea might shock the majority of the people concerned.

How far volunteer service, through this compromise, is becoming an operating arm of neo-colonialism, can now shortly be described.

VOLUNTEERS AND NED-COLONIALISM

Early charges of neo-colonialism against volunteers, especially the American Peace Corps, were unfounded and often touched on the ridiculous. The men were denounced as C.I.A. agents; after secret military training (candidates rejected if they missed a nickel at 50 yards with a Colt revolver, according to one lurid pamphlet) they spied on their host countries and drew up plans for sabotage or military invasion. The role of the women was even less salutary. Later, more reasonable complaints arose: That many hundreds of jobs were being "found" or made up for volunteers, in countries suffering from vast unemployment. In most places, however, skilled local people probably did not exist.

As volunteers increased, providing teachers and medical personnel on a huge scale, completely staffing schools and hospitals in some countries and making up 20% 40% of secondary school staff in other lands, the complaint arose that unscrupulous states were thereby able to avoid putting budget priority on such social services. They could keep down their expenses in public health and education and, in some cases, redirect the money saved to Defense--defense against their own citizens in the mountains. However, it is difficult to believe that the presence of volunteers could significantly affect budgets for external or internal defense. At least, no convincing statistics have come to my knowledge.] During the mid-sixties, it became clear that many European volunteers were still finding their way, via Embassy or ax-colonial channels, back to those countries with which closest colonial ties had existed. The distribution of British and French volunteers in Africa are given on page 38.

As for Belgium's 419 volunteers in 1967 (from a variety of non-governmental and official organizations), some 69% were assigned to the Congo, Kinshasa, Rwanda and Burundi. Even the Swedes' large program in Ethiopia was not without historical connections. And while the British and French were largely teaching their respective languages and consciously or unconsciously publicizing the British Way of Life and la culture francaise, their American colleagues, more variously employed, spread understanding for the United States in over sixty different lands.

The Americans thus often found themselves in countries hostile to the United States, a classic case being the Dominican Republic 1 at the time of the U.S. intervention. From countries like Ceylon, Guinea, Indonesia and Cyprus they were asked to leave.

In the early days, when the Peace Corps went to any place that would have them, many of their volunteers were very individualistic, open minded, articulate and critical of just three aspects of modern Western society which deserve criticism. Despite the source of their finances, one could not in all honesty charge them with being sinister reactionaries. For a while they were despised and disliked as much by their own US-AID personnel, who saw them as a threat to their positions, as they were by the Communist block and the Third World ruling elite.

However, as volunteer programs became entrenched in various countries, involving greater capital investment, larger administration, long term development plans, expert advisers--so the dangers of veritable neo-colonialism approached.

Eight Volunteers in the American Peace Corps, for example, noted this trend in Ecuador during the course of 1966-67 and produced a statement, part of which reads:

"We joined the Peace Corps because we thought it would afford us a means of helping developing nations without imposing the United States' political and cultural values on them. We assumed that the Peace Corps reflected the belief in a pluralistic world for which John Kennedy stood...the antithesis of the American colonialism that the rest of the world both fears and resents. We were wrong."

The eight went on to say:

"...the Peace Corps can never be a really effective organization for development if it is run unilaterally..."

since the Peace Corps rather than the host country decides which, projects should be undertaken and how. This results, they claimed, in

"volunteers determination to develop this country according to the formula which they assume made the United States great..."

without consideration for the culture into which they had intruded.

But the United States Peace Corps is too easy a target. With 12,000 volunteers in the field serving in almost every conceivable capacity from orchestral conductor to boxing coach, one can find examples of every kind of attitude, behavior, motive and philosophy.

TEN SYMPTOMS OF NED-COLONIALISM

1. Total integration into the official bilateral Aid program and dependence on this for policy, finance and professional administration --kills any chance of identity and independent action. Volunteers appointed as civil servants feel part of the official establishment and get no stimulus to develop unconventional attitudes. Careers are dangled before them like carrots to donkeys. Rules and regulations are the morality of the organization. "SIDA pays" is the motto.

2. Publicity, training and service evaluation all emphasize the technical role of volunteers, while suggestions for moral, humitarian, social role are received by SIDA with embarrassment, ridicule or silence.

3. Many artisan volunteers are selected, because of their technical skills, who prove to be skeptical of the value of volunteerism and also prove politically immature. 1 (These were often assigned to work under Swedish Technical Assistance personnel, several of whom were also opposed to volunteers and who succeeded in undermining any last traces of self-confidence in the volunteer's motives.)

4. Volunteers are increasingly appointed to jobs over Ethiopians, but seldom under or on an equal footing with Ethiopians. The result? "The volunteers very seldom described their relations with Ethiopians employed below them in terms of cooperation; rather, they explained things in terms of the character of the population as such," according to The Peace Corps Two First Years. 2

5. One notes a marked reluctance to hand over responsibility to Ethiopians. The elementary school building project was a notorious example. Supposedly shared 50-50 with the Ministry of Education, with the twin aims of building schools and training Ethiopian engineers and workmen (who should eventually take over the project entirely), finance and leadership were kept tight in the hands of the Swedes. Rather than promote Ethiopian engineers to lead Regional building programs, after they had worked two years alongside Swedish volunteers who had such responsibilities, the SVS brought three new engineers down from Sweden, on experts' salaries.

To pleas to appoint an Ethiopian as field administrator of the general SVS program, SIDA replied that such a post could be filled by a European, not necessarily Swedish, but not by an Ethiopian. Ethiopians could rise to the level of administrative clerk, but no further.

6. Most volunteers find themselves assigned to production work rather than training, especially in the school building, auto mechanic and road building work. To a lesser extent this is also true of the medical work. Several volunteers protest that they are either cogs in the wheel on the one hand, or else promoted to managerial roles on the other--neither situation giving them time or encouragement to concentrate on training. Some training courses are arranged for foremen, but this activity falls far behind production in order of priority.

7. Volunteers enjoy a standard of living which, even by European standards is comfortable middle-class and by current African standards puts them in the same class as the ruling elite Although some volunteers, by the nature of their work, must rough it for periods of time, the majority (thirty-eight of forty-one according to the SIDA report)1 have their own house, which they share with one or two colleagues, rent paid by the SVS. The SYS also pays for each house to have an Ethiopian sabanya (nightwatchman who often becomes the washer of floors, clothes and the volunteer's motor car, the fetcher of shopping and the late-night bottle of beer). In addition, most volunteers hire a mamita who cooks, washes dishes and often tidies the house and does some laundry. Cost to the volunteers, about 7 francs per month. According to the SIDA report 1 only four out of forty-one volunteers interviewed did all their housework themselves.

Over the course of three years, volunteers moved their homes from the poorer quarters of Addis Ababa, where the original group lived, to the fashionable Old Airport zone, the residential area for Embassy and Aid personnel.

In this zone, too, lies the Ethio-Swedish Building College, the spiritual center of the Swedish colony, with swimming pool, stables, landscape gardening and modern Scandinavian residences--protected by armed guards. Within this dreamland, the Swedish Volunteer Service set up its headquarters and there remained eighteen months. For a brief spell it moved to central Addis Ababa, but then transferred again to a large villa just vacated by the Cameroon Embassy.

But to return to the volunteers;

They receive 70 francs per month living allowance, of which about 50 francs in the field, plus 70 francs personal equipment allowance for two years, plus 200 francs worth of paid freight and travel allowance (Sweden-Ethiopia-Sweden, excluding the ticket), plus 70-90 francs for purchase of household furnishings, plus up to 25 francs per month rent, plus free water, electricity, gas, wood, decoration/repairs, medical care, insurance, in-service travel and hotel costs, some replacement work clothes, plus 2 francs per diem for any day (up to nineteen days, after which it is reduced by one-third) when service travel takes them more than 25 km. from their homes.

For comparison, it is worth noting that Ethiopian teachers, village level workers and public health dressers--so-called counterparts for many of the volunteers (at the same living standard as whom the Swedish volunteers are advertised as living) each earn about 30 to 60 francs per month, from which to pay all living costs, both for themselves and often for their families.

While Swedish Volunteers average Eth. $100 each per month on house rent, the U.S. Peace Corps each average Eth. $30, and the Ethiopian volunteers (EUS) Eth. $10.

Such are the conditions of service in a country where, whatever the official statistics may show in terms of average income per head, a man can count himself lucky to be making Eth. $100 or $20 per month, the majority of people do not make half that much.

Of the sixty volunteers in 1967, eight owned private cars, four on a joint basis with another volunteer, and more than half of the remainder had direct access to project vehicles. Their private journeys could seldom be controlled.

8. Uncommitted Administration. Various Sections within the SIDA, dealing mainly with experts' problems of taxes, pensions, purchases, training and so on, also handle volunteers from time to time. Normally twice a year. Yet many of these regular SIDA employees in Stockholm and in Ethiopia are just doing development work as a job, as in any other Ministry. They are certainly not concerned with volunteers' attitudes. They can give no moral support because, basically, they do not accept the philosophy of equality which voluntary service implies.

Even the SVS full-time administrators are selected from within the SIDA corridors and have no previous experience of volunteers in action. Of course they are genuinely concerned to make the program successful, but they are committed first and foremost to the regulations of the system. They are career administrators, for better or worse. Last year they were assigned to Family Planning in India, say: this year they are instructed to run the Volunteer scheme; and if fortune smiles, and they make no major administrative blunder, they can expect promotion to Chief of Section before too long. Alternatively, they are building engineers, recruited from the profession at a regular market salary, again with no commitment to volunteerism and, on occasion with a definite opposition to the whole idea.

Having traveled to Ethiopia with family, first class; having moved into the luxury villas around the Old Airport or Building College; having hired "boys," "mamitas" and other servants to cook, wait at table and do other household chores: 1 with hunting guns in the cupboard and horses in the stable, tax-free car in the garage and a three franc per diem plus hotel expenses for each day's service duty outside Addis Ababa - they proceed to set the volunteers an example...

The charge is not that they are lazy. Many of them work quite hard and long and do efficient jobs from the administrative and technical point of view. But neo-colonialism is a measure of spirit, not energy.

9. Approval by the Ethiopian ruling elite. With the possible exception of point five above, the influential Ethiopians would find nothing objectionable about any of the ten points now being discussed. The Swedes are regularly praised for their way of living.

The basic reason is not hard to find. Ethiopia is an authoritarian and feudal country, where both the rich are expected to behave as rich and the poor to behave as poor. Social barriers are almost impenetrable. Policies, not politics, is the rule. The Ethiopians welcome foreigners who are concerned with techniques which serve the status quo--not with ideas and opinions which will cause local discontent. Foreigners who busy themselves building primary schools, which suit the Ministry of Education's plan and will never give more than the most rudimentary education, especially if these foreigners pay half the cost of the school themselves--these are desirable. Foreigners who make up 40%-50% of the core syllabus secondary teachers, and who do not teach by rote as did the Indian and Ethiopian teachers before them--they may be necessary just now, but they are dangerous. "They want to change things!" complained one Ethiopian official. Naturally, as one of the ruling Amhara tribe, he was not anxious for change.

10. The last tendency, which to my mind, reveals SIDA's Peace Corps as non-volunteer, is its refusal to establish an independent, antineo-colonialist philosophy. Neither volunteers nor staff share any common bond except their nationality and the SIDA administrative rules. This causes a split throughout the program, since a few volunteers and staff felt that a common stand and identity is needed, whilst the remainder want to integrate--body, soul and bank-book--into the regular Technical Assistance.

Discussing this point with me in January, 1968, Mr. C. Strom--then responsible for in general the Peace Corps policies in Stockholm-emphasized that "a government cannot impose a philosophy on its personnel," as if it was this fear of anything beyond the civil service Rules and Regulations, which lay at the root of the dilemma. Yet nobody can force a person to volunteer to join an organization whose philosophy he rejects.

However, what Herr Strom was really saying was--you cannot expect us, organizers of a Foreign Aid program, to develop a volunteer service which will become a living criticism of our Establishment. It follows that no peace corps, sponsored and controlled by a rich-country government, can be other than neo-colonialist. It is against the present nature of things.

Session 11: Introduction to the cultural environment/Overview of field placements

Time: 2 PM - 3:30 PM

Goals:

· To acquaint trainees with the new cultural environment they are living in
· To help trainees understand new environment and hopefully avoid some pitfalls
· Overview of Placements

Overview:

During pilot testing of this Marine Fisheries program Sr Carlos Chardon of Technos Inc., a life long resident of Puerto Rico and an influential person in the southwestern area gave a mini lecture about the culture of the Island. He also briefly discussed other items of interest. This session is important as it sets the stage for the up coming live-ins that trainees will be taking part in.

Materials:
· Map of Area, flip chart, markers, tape

Procedures:

Time	Activities
1 Hour	1. Trainer or guest speaker briefly describe the following:	a. geography
		b. population
		c. agriculture
		d. fishing industry
		e. education
		f. political situation
		g. history
		h. cultural values
		i. forms of address
5 Minutes	2. Talk about local communities' preceptions of the trainees, nick names that have been given, etc.
15 Minutes	3. Conduct a question and answer period.
5 Minutes	4. Trainer now links this information to field placements.
	5. Training director gives overview of live-ins, talks about various sites. Reminds trainees about the importance of recording this sessions/information in their journals.
	6. Trainer announces that live-in assignments will be given day after tomorrow. Trainees will be asked to gather community data as well as technical data which they will use in subsequent session during technical training.

Trainer's Notes:

If there is not a guest speaker available, trainers should be encouraged to follow similar procedures as outlined In Country Overview Session 2.

Session 12: Seamanship/personal floatation devices

Time: 7:30 AM to 9:30 AM

Goals:

· To introduce the following:
- Personal Flotation Device (PFC) Skills
- Survival in Water
- Coast Guard Policy
- Peace Corps Policy Procedures

Time	Activities
15 Minutes	1. Technical Trainer gives introduction to the life jacket (PFD). Procedure for proper wearing technique and floating techniques.
30 Minutes	2. Technical Trainer oversees and instructs in actual "in-water" application with full clothes and properly worn PFD. Body positions for personal safety/survival. Swimming techniques with PFD on.
20 Minutes	3. U.S. Coast Guard Policy for recreational and commercial fishing vessels is discussed by Technical Trainer. Technical Trainer emphasizes Peace Corps policy that all trainees will carry along a PFD while on any boat. Failure to do so gets you a ticket home. PFD's are to be taken on live-ins.

Materials:

· 1 PFD type #1 for each Peace Corps Trainee with all prescribed U.S. Coast Guard materials attached; flip charts, pens

Trainer's Notes:

Utilized local fishing cooperative pier for each exercise.

References:

U.S. Coast Guard, American Red Cross Livesaving Manual

FEDERAL REGULATIONS REQUIRE PERSONAL FLOTATION DEVICES

Coast Guard regulations m Part 175 o! Title 33. Code of Federal Regulations require personal flotation devices in the following three situations

(a) No person may use a recreational boat less than 16 feel in length or a canoe or kayak unless at least one personal flotation device (PFD) of the following types is on board for each person:

(1) Type I PFD
(2) Type II PFD
(3) Type III PFD
(4) Type IV PFD

(b) No person may use a recreational boat 16 feet or more m length, except a canoe or kayak, unless at least one personal flotation device of the following types is on board for each person:

(1) Type I PFD
(2) Type II PFD
(3) Type III PFD

(c) No person may use a recreational boat 16 feet or more in length, except a canoe or kayak, unless at least one Type IV PFD is on board in addition to the PFD's required in paragraph (b).

THERE ARE FIVE TYPES OF PERSONAL FLOTATION DEVICES

This is a Type II PFD.

NOTE The following types of PFD's are designed to perform as described in calm water and when the wearer is not wearing any other flotation material (such as a wet-quit).

Type 1 - A Type I PFD has the greatest required buoyancy and is designed to turn most unconscious persons in the water from a face down position to a vertical and slightly backward position and to maintain the person in the vertical and slightly backward position. and therefore, greatly increase his or her chances of survival The Type I PFD is suitable for all waters, especially for cruising on waters where there is a probability of delayed rescue, such as large bodies of water where it is not likely that a significant number of boats will be in close proximity. This type PFD is the most effective of all the types in rough water. The Type I PFD is easiest to don in any emergency because it is reversible and available in only two sizes - Adult (90 lb. or morel and child (less than 90 lb.) which are universal sizes "designed to fit all persons in the appropriate category).

Type I PFD

Type II--A type II PFD is designed to turn the wearer to a vertical and slightly backward position in the water. The turning action is not as pronounced as with a Type I and the device will not turn as many persons under the same conditions as the Type 1. The Type II PFO is usually more comfortable to wear than the Type 1. This type PFD is normally sized for ease of emergency donning and is available in the following sizes: Adult (more than 90 lb.) - Medium Child (50 lb. to 90 lb.) and two categories of Small Child (less than 50 lb or less than 30 lb.) Additionally, some models are sized by chest sizes. You may prefer to use the Type II where there is a probability of quick rescue such as areas where a is common for other persons to be engaged in boating, fishing. and other water activities.

Type II PFD

Type III - The Type III PFD is designed so that the wearer can place himself or herself in a vertical and slightly backward position, and the device will maintain the wearer in that Position and hew no tendency to turn the wearer face down. A Type III can be the most comfortable, comes in a variety of styles which should be matched to the individual use, and is usually the best choice for water sports, such as skiing, hunting, fishing. canoeing, and kayaking. This type PFD normally comes in many chest sizes and weight ranges; however, some universal sizes are available. You may also prefer to use the Type III where there is a probability of quick rescue such as areas where it is common for other persons to be engaged in boating, fishing, and other water activities.

Type IV - A

Type IV - A Type IV PFD is designed to be grasped and held by the user until rescued as well as to be thrown to a person who has fallen overboard. While the Type IV is acceptable in place of a wearable device in certain instances, this type is suitable only where there is a probability of quick rescue such as areas where it is common for other persons to be engaged in boating. fishing, and other water activities. It is not recommended for nonswimmers and children.

Type V - A

Type V - A Type V PFD is a PFD approved for restricted use No Type V PFD is currently approved for use on recreational boats to meet the mandatory carriage requirements listed in paragraph (a), (b), or (c) above.

A. YOUR PERSONAL FLOTATION DEVICE

You are required by Federal Regulations to have al least on Coast Guard approved personal flotation device (PFD) for each person in your recreational boat. You may not use your recreational boat unless all your PFD's are in serviceable condition, are readily accessible, or legibly marked with the Coast Guard approve/ number, and are of an appropriate size (within the weight range and chest size marked on the PFD) for each person on board

B. WHY DO YOU NEED A PFD?

Your PFD provides buoyancy to help keep your head above the water and to help you remain in a satisfactory position in the water. The average weight of an adult is only 10 to 12 pounds in the water and the buoyancy provided by the PFD will support that weight in water. Unfortunately, your body weight does not determine how much you will weigh in water. in fact, your weight in water changes slightly throughout the day. There is no simple method of determining your weight in water. You should try the device in the water to make sure it supports your mouth out of the water. Remember. all straps, zippers, and tie tapes must be used and of course the PFD must be the proper size ;size limitations are on the label).

C. THINGS TO CONSIDER ABOUT PFD'S

(1) USCG approval of a PFD does not imply that it is ideal for all uses. For instance, there are a number of PFD's which are better suited for water skiing and others for white water canoeing and kayaking. These and other PFD's are labeled accordingly.

2) Some PFD's are more rugged and durable than others but usually cost more. You should evaluate the tradeoffs of cost, your intended use, and how often the PFD will have to be replaced.

(3) The use of most Type IV throwable PFD's usually requires you to grasp the device until rescued, which could prove difficult if there is an extended delay or if you are overcome by hypothermia (loss of body heat to the water). Also it implies that if you find yourself in the water there will be someone available to throw it to you.

D. EACH OF THESE DEVICES IS INTENDED TO HELP YOU SAVE YOUR OWN LIFE

For your PFD to function properly, follow these suggestions to insure that it fits, floats, and remains in good condition:

(1) Try your wearable PFD on and adjust it until it fits comfortably in and out of the water

(2) Try your PFD out in the water. This will show you how it works and will give you confidence when you use it. You should be aware that your PFD may perform differently under different conditions such as in swift water, with bulky clothing, etc.

(3) M ark your PFD with your name if you are the only wearer. (4) Do not alter your PFD. if it doesn't fit properly, get one that does An altered device is no longer Coast Guard approved. (5) Your PFD is not intended for use as a fender or kneeling pad

(6) inspect your PFD periodically to ensure that it is free of rips, tears, or holes, that the flotation pads have no leaks, and that all seams and joints are securely sewn.

(7) Keep your PFD away from sharp objects which may rip the fabric or puncture the flotation pads.

(8) If your PFD contains kapok, the kapok fibers may become waterlogged and lose their buoyancy after the vinyl inserts are split or punctured When the kapok becomes hard or if the kapok is soaked with water the PFD is no longer serviceable It may not work when you need it and must be replaced

(9) if your PFD is wet, allow it to dry thoroughly before storing it. Store it in a well ventilated area

(10) Do not dry your PFD in front of a radiator or other source of direct heat

(11) If you must swim while wearing PFD use a back or side stroke.

D. PFD'S AND CHILDREN

A child is difficult to float in a safe positron because of the distribution of body weight and because a child tends to panic when suddenly in an unfamiliar environment. The violent movement of the arms and legs in an attempt to ''climb out'' of the water tends to nullity the stability of the PFD. An approved device will keep a child afloat, but not always in a face up position A child should be taught how to put on the device and should be allowed to try it out in the water. It is important that the child feels comfortable and knows what the PFD is for and how it functions. Parents should note, however, that PFD's are not a substitute for adult supervision.

F. WEAR YOUR PFD

Your personal flotation device won't help you if you don't have it on. If you don't choose to wear it at all times, you should keep it handy and put it on when heavy weather threatens, or when danger is imminent. Don't wait until it is too late; nonswimmers and children especially should wear their PFD's at all times when on or near the water.

G. HYPOTHERMIA

Hypothermia, the loss of body heat to the water, is a major cause of deaths in boating accidents. Often the cause of death is listed as drowning; but, most often the primary cause is hypothermia and the secondary cause is drowning. After an individual has succumbed to hypothermia, he will lose consciousness and then drown. The following chart shows the effects of hypothermia:

Water temperature Exhaustion or (degrees unconsciousness Fahrenheit)	Expected Time of survival
32.5	Under 15 min	Under 15 to 45 min.
32.5 to 40	15 to 30 min	30 to 90 min.
40 to 50	30 to 60 min	1 to 3 furs.
50 to 60	1 to 2 hrs	1 to 6 furs.
60 to 70	2 to 7 hrs	2 to 40 furs.
70 to 80	3 to 12 furs.	3 furs. to indefinite
Over 80	Indefinite	Indefinite

PFD's can increase survival time because of the insulation they provide. Naturally, the warmer the water, the less insulation one will require. When operating in cold water (below 40°F.) consideration should be given to using a coat or jacket style PFD as they cover more of the body than the vest style PFD's.

Some points to remember about hypothermia protection:

(1) While afloat in the water, do not attempt to swim unless it is to reach a nearby craft, fellow survivor, or a floating object on which you can lean or climb. Unnecessary swimming increases the rate of body heat loss. In cold water drownproofing methods that require putting your head in the water are not recommended. Keep your head out of the water. This will greatly lessen heat loss and increase your survival time.

(2) Keep a positive attitude about your survival and rescue.. This will improve your chances of extending your survival time until rescue. Your will-to-live does make a difference!

(3) If there is more than one person in the water, huddling is recommended while waiting to be rescued. This action tends to reduce the rate of heat loss and thus increase the survival time

(4) Always wear your PFD. It won't help you fight off the effects of hypothermia if you don't have it on when you go into the water.

H. REMEMBER - SAFE BOATING IS NO ACCIDENT

If you need more information about PFD's and safe recreational boating, contact your state boating authority, U.S. Coast Guard Auxiliary, U.S. Power Squadron, Red Cross, or your nearest unit of the U.S Coast Guard.