The fourth day opened in prayer. The content of the training entailed a topic on caring for children, loss and change, how to educate adults, impact of sickness in the home, organizing wills/ funeral policies, a practical on how participants can make their own temporary water-taps to be used in desperate situations where no taps exist, and this temporary tap is called "a tippy tap" in the context of their CHBC course.
The course content further comprises a list of referrals and other available resources, and finally the evaluation of the day's programme.
The first topic, which covered the needs of children and ways to care for them, began by focusing on the impact of HIV and AIDS on children. When the participants were
encouraged to reflect on the negative consequences of the pandemic, the responses given included the growing need to care for orphans and vulnerable children (OVC), and also children in child-headed homes (CHH). In terms of care for the OVC and CHH, participants focused specifically on the needs to ensure that best care is provided holistically, that is, taking care of their emotional, economic, social, safety and security needs. Conditions likely to leave children vulnerable to danger and threat were highlighted as including lack of parental guidance, which leaves children vulnerable to sexual, physical, and emotional abuse. The session also looked at caring for children living with HIV. According to the input given by the trainer, children need to know places where they could access social services, including psychological assistance, and also medical attention under the supervision of an adult. They need to be provided with nutritious food and kept away from emotional pain and worry to avoid stress. The session further looked at the South African Schools Act no 84 of 1996, which stipulates that it is the right of every child to have access to education.
The information provided further highlighted those eligible to be exempted from paying school fees, and that included foster and adopted children whose parents/guardians are unable to pay school fees. The trainer also elaborated on the procedure that needed to be followed in applying for exemption of fees.
After a tea break, the trainer asked the participants to reflect on what they regard as examples of changes brought about by loss and change in people's lives. The participants were given a few minutes to think individually, and thereafter the responses were provided and included the following: sickness, conflict, death, birth of a child, problems in personal and intimate relationships, accidents, buying a new house or car. All participants acknowledged that the changes that take place affect the entire family and those close to them. In reflecting on the different emotions as an outcome of such changes, the participants outlined such emotions as anger, fear, regret, self-blame, sadness, grief, and loneliness. The following techniques were cited as some of the ways used in dealing with emotions during loss and change:
• Expressing one's feelings (it's okay to cry!)
• Finding a person to talk to
• Talking to God through prayer
• Writing down your feelings in a journal
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• Keeping oneself busy through physical exercise
• Spending quality time reflecting on what makes one happy
• Using relaxation techniques, and finally taking one step at a time.
Following a session on loss and change was a topic on how to educate adults. As soon as I recognized that the content also dealt with a topic on teaching adults, I patiently waited to hear exactly what that entailed. Unlike what I had imagined, the topic paid attention specifically to the list of things that caregivers need to consider when teaching family members to take care of their loved ones who are ill. The underlying principle in home-based care is for family members to learn to do things for themselves thus becoming independent of the caregiver. Therefore, the primary focus of this session on educating adults dealt purposely with the transfer of knowledge from caregivers to family members without necessarily considering principles on how adults learn. The session further looked at the impact of sickness in the home, with particular focus on the loss of household income when a breadwinner is ill.
After lunch, the day's programme focused on linking caregivers to available resources in the community and highlighting the fundamental role of caregivers in referring communities to the right places where they can possibly access social services. The section on referrals and available resources in the community was followed by demonstrations on making a tippy-tap. The trainer demonstrated all the steps and procedures involved in making their own tippy-tap. According to CHBC trainers, such taps become useful in rural areas where taps are scarce. Using a 2L plastic juice container, and a thread, the CHBC trainer demonstrated how participants could creatively make their own taps. Training participants were also given an opportunity to repeat the procedures during a 'hands-on' practice session. This helped to reinforce the learning process. By immediately correcting the participants' mistakes and reinforcing proper procedures, the trainer effectively and efficiently helped the participants to learn the tasks more quickly. The participants were expected to make their own tippy taps the following day. The programme ended with an evaluation of the day. The workshop closed in prayer.