PREFACE; CONTENTS; SECTION 1; RATIONALE: WHY WORK WITH TRADITIONAL HEALERS?; BACKGROUND INFORMATION ON TRADITIONAL HEALERS IN AFRICA; TRADITIONAL EYE PRACTICES; COLLABORATING WITH TRADITIONAL HEALERS; SECTION 2; TEACHING TRADITIONAL HEALERS; Curriculum Structure; TEACHING UNITS; Unit 1 : Orientation; Unit 2: Cataract; Background; Objectives; Teaching Methods; Couching; Unit 3: Trichiasis; Background; Objectives; Teaching Methods; Unit 4: Assessing Vision; Background; Objectives; Teaching Methods; Unit 5: Red Eye; Background; Objectives; Teaching Methods
Unit 6: Neonatal Conjunctivitis and Other Childhood Eye DiseasesBackground; Objectives; Teaching Methods; Unit 7: General Health, Hygiene and Nutrition; Background; Objective; Teaching Methods; Unit 8: Referral and Continuing Education; Background; Objectives; APPENDICES; APPENDIX A; Recommendations; Organizing Institutions; APPENDIX B; Participants; APPENDIX C; Bibliography; APPENDIX D; APPENDIX E; APPENDIX F; Evaluation Methods; Hospital- or Clinic-Based; Traditional Healer Practices; Patients; APPENDIX G; Research Priorities; APPENDIX H; Illustrations on Trachoma and Cataract
Summary
Traditional healers are plentiful and are culturally accepted health-care providers throughout Africa and much of the developing world. Until recently, however, few traditional healers have been involved in primary eye care activities. Findings from existing collaborative programmes suggest that healers can be a positive force for community-based prevention of blindness. The aim of this publication is twofold. Part 1 gives brief background information on traditional healers and explains why they should be involved in the prevention of blindness activities. The second section makes specific recommendations for working with healers and may serve as a training manual
