Action Reflection Theory

Action – Reflection Theory (100%)

From the Freir perspective, only critically aware citizen can transform society and tackle problems but it largely depend on facilitation of community. Therefore, role of social mobilsers, facilitate , health educators , health workers is very important in community facilitation form Freirean technique of community empowerment technique to equip community people with skills necessary to facilitate conscientisation in their clients. In Nepal, REFLECT method is adopted in social mobilsaiton , community empowerment under Local Governance and Community Development ( LGCDP) . Social mobilsation approach of Nepal is largely practiced as organizing citizen in to groups for enabling them to deliver services

WCFs will be strengthened to fulfill their coordination and accountability functions related to planning, prioritization, monitoring and oversight and to facilitate the building of linkages with service providers at local level. The LGCDP-II further reiterates that;

According to MoFALD / LGCDP report by the end of 2012 total 4,082 Citizen Awareness Centers ( CACs) have been established nationwide involving nearly 110,000 persons, of whom 73% were women ( LGCDP II ) .Community Awareness Centre (CAC) is a forum at the community level where citizens of the settlement , especially the poorest of the poor, disadvantaged, and most vulnerable come together every 15 days for an average of three hours to identify, discuss on social, economic, cultural, and political issues and contents through the REFLECT model and also using different participatory

It would also help health workers to facilitate clients to unpack unequal distribution of power and privilege which affect health promotion and enable the clients to act upon the oppressive socio-cultural determinants (Gay and Kirkland 2003).

Other literature also supports the need for education which empowers health promoters to be engaged with the social world and foster change (Freire 2000; Leyshon 2002; Oladokum et al., 2007). In this case, instead of promoting rote learning of facts about ASRH, conscientisation-based curriculum should empower health workers to critically examine their social worlds in ways that can affect their health promotion roles. It should also prepare health workers to become cultural change