Implementing Comprehensive HIV/STI Programmes with Sex Workers Implementing Comprehensive HIV/STI Programmes with | Page 72
3 Community-led Services
Figure 3.4 Sex worker information chart
This chart gives information about sex workers in a particular area for the purpose of planning outreach. It is
designed to be completed by sex workers who are not literate. Simple drawings are created by the sex worker
to identify the individual sex workers whom she knows, and to show where the sex worker lives, solicits clients
and has sex with clients. Similarly, symbols identify the time of day when the sex worker is best available for
conversation. The chart can be used by the sex worker to help recall each person in greater detail, when
needed.
Source: Karnataka Health Promotion Trust, Karnataka, India
B. Recruit and train community outreach workers
The steps presented below represent an optimal process for recruiting and training community
outreach workers. If a new intervention is being established, these steps may be implemented over
time, as the programme reaches out to a greater number of community members. In practice, a
programme might start with a small number of community outreach workers and a more informal
organizational structure, but formalize as it starts to reach more sex workers.
1. Develop terms of reference for community outreach workers that outline the necessary selection
criteria (see Box 3.3) and roles and responsibilities. Include policies on remuneration, travel
allowances, per diem, etc.
2. Develop guidelines for recruiting, retaining, assessing and promoting community outreach
workers. The selection process should be well publicized in the community so that all those
interested in being community outreach workers may be considered. Collaborate with other
programmes in the state/country to ensure that, where possible, remuneration for community
outreach workers is consistent and transparent across programmes.
3. Training curriculum: check whether a curriculum is available and appropriate for the particular
outreach setting. Ideally, the curriculum should be developed and standardized at the central/
regional level, but it may need to be adapted to address local language and cultural issues (see
Box 3.4 and the resources listed in Section 3.5). Check whether trainers are available.
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