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Several countries have made legal provision to deal with issues arising out of HIV.

Sri Lanka

There are no HIVIAIDS specific laws in Sri Lanka, The three prevailing laws under which the epidemic can be dealt wit11 are: Contagious Diseases, Ordinances No. 8 of 1996 Venereal Diseases Ordinance No. 27 of 1938, and Quarantine and Prevention of Diseases Ordinance No. 3 of 1897 The Contagious Diseases Ordinance of 1966 requires every case of small pox, cholera or other disease which may from time to time be named to be notified to a police officer or other officials. AIDS related issues may be covered under the clause ‘other diseases’. Venereal Diseases Ordinance of 1938 permits only registered or authorised medical practitioners to treat venereal diseases. The most important one in the context is the Quarantine and Prevention respect of Diseases Ordinance of 1897. It gives powers to the health authority in respect of identification and control of contagious diseases. Under this law the doctor is to report a case of HIV infection with all particulars of the patient. Segregation of the infected person is authorized. There is no provision for confidentiality of the information provided.

Thailand

Thailand has a disproportionate number of HIV/AIDS patients and it has great socio-economic, political and legal consequences. Poverty discriminations, budgetary demand etc. indicated that HIVIAIDS is no more a medical disease but it is also a socio-economic and political disease. Form the angle of law; HIVIAIDS is equally a legal disease for Thailand. The National Plan for the Prevention and Control of AIDS (1992-96) established a more enlightened framework for action on HIV/AIDS.

Family and Law

AIDS is a contributing factor towards family break-up. As the number of infected persons goes up, pressure is building up on the families. There is no law to provide subsidies to families. There is also no provision for social security to help the poor. However such facilities are advocated under the National Plan on AIDS.

Employment

The National Plan for the Prevention of AIDS rejects compulsory testing for employment. But rejections of potential employees on the bases of HIV/AIDS and dismissals of actual employees due to the same are very common. Though there are a number of labour laws with implications for HIV/AIDS, the dismissed employees do not approach the courts due to the fear of exposure of their identity

Criminal Law

According to the criminal code liabilities arises from intentional acts, but negligence may also give rise to liability. A key concern in Thailand is the suppression of drugs trade. The provisions of the Dangerous Drug Act, 1979 can be used to detain those with HIV/AIDS where they are the Prostitution Suppression Act, 1960 and Entertainment Places Act, 1966. Prostitution is illegal in Thailand, but it is a rampant. There are also a men, women and children. Courts have powers to send prostitutes having HIV/AIDS to rehabilitation programmes. Prostitution is the most closely linked factor for the spread of AIDS in Thailand.

Malaysia

The Ministry of Health has prepared a Plan of Action that provides guidelines for the surveillance, prevention and control of HIVIAIDS in the country. The main statute in this area is the Prevention of Infectious Diseases Act, 1988. HIV is the only disease included in Part 2 or the Schedule; Section 2 of the Act deals with surveillance while section 3 provides for the confidentiality.

AIDS was first notified as an infectious disease in May 1985. Section 10 of the Act requires all those who come to know the existence of AIDS to notify the officer in charge. Doctors who treat AIDS patients are to notify the same. Persons running boarding houses are to inform if they come to h o w of any of the inmates infected with HIV. Failure to notify is an offence under section 10 (5) of the Act,

Indonesia

The first case of AIDS was recorded in 1987 as a foreign tourist died in Bali. Legal approach to AIDS is based on the Basic Constitution of 1945, Epidemic Law, Quarantine Law, the Health Law etc, Surveillance and notification of AIDS is being done. Testing and counselling are implemented voluntarily. Confidentiality of the HIV status is guaranteed. Compulsory treatment is not applied. Preventive measures like quarantine is not allowed for HIV/AIDS cases. There exist no brothel laws, as prostitution is illegal in Indonesia. Normally medical information is confidential unless asked for by patients or their families. There is no special law dealing with the right of people living with HIV/AIDS. Though there is no legal discrimination against HIV/AIDS patients; it exists for cultural and religious reasons. The duty to treat AIDS cases has been applied to all government hospitals. People living with HIV/AIDS have the same rights as other people in accommodation, employment, school etc.

Singapore

There are few laws, policies and regulations enacted specifically to deal with AIDS in Singapore. Amendment in Infectious Diseases Act, 1985 is meant to deal with epidemic. The Act calls for notification, testing, isolation and quarantine as well as penal provisions. Under the Act, the penal provisions would deter the infected persons from coming forward to be identified. Every blood donor is required to complete a statutory declaration before he donates blood about his practicing safe sex. This declaration also perpetuates the myth that homosexuals are more disposed to AIDS. Every work permit holder is required to undergo HIV tests to get the permit renewed. The Singapore national employer’s federation has declared HIV infection to be contracted outside the workplace and not their responsibility. Termination of an HIV infected employee is permissible if a number of other employees refuse to work with him. Singapore’s political culture based on Confucian ethics places community interests above all else. The tendency therefore is to curb the rights of the infected individuals and the politicians are accused of playing to popular ignorance.

Formal Education commonly aim at providing learners with skills, abilities and knowledge that make individuals capable of participating in society. The formal educational system focus primarily on individual change in the lives of the learners. Nonformal education and training may – like formal schooling – be used to maintain and reproduce stereotyped gender roles, but can also be used as strategies for promoting empowerment and transformation of oppressive social structures and relations. Nonformal education and training are perceived as particularly significant tools for the empowerment of women in the Third World (Monkman 1998; 500).

Education as a Means to Empower Women

Empowerment consists of various levels and dimensions. In order to be empowered it requires both changes at the individual level and the societal level. We believe that it is possible to empower women, at the individual level. Being able to read and write and gain new knowledge, are important factors that enhance self-esteem of the individual, and is a prerequisite for generating change and empowerment. Participating in education is an expression of psychological and cognitive components of the empowerment process. An educated woman is more likely to send her children to school. This is an illustration of cognitive empowerment because the woman becomes capable of making important decisions about health and educational matters on behalf of her chilren. This illustrates the woman as an active agent, being able to improve and change the life conditions of her children. But it is not enough to challenge structures of gender inequality at societal level. Collective action has a greater potential in creating more widespread change. It can exert more pressure, and being a group gives more visibility and a stronger voice and provide a stronger challenge to discriminatory factors. The collective awareness of their common subordination as women creates a “we”, – a collective identity. Non formal education programmes strive to create a critical awareness of the ideological mechanisms that construct the ideas of women’s subordination as natural. That is why non formal education programmes are particularly significant, because they are based on the active participation of the women. They focus primarily on the local experiences and concerns of the individuals, and thus enable women to formulate collective demands regarding their position as women. An illustration of collective participation and action was shown in the previous section, where a group of women succeeded in getting men prosecuted for wife beating. This case is an expression of political empowerment. The limitations of many non formal/popular education programmes are their inability to link local level concerns with broader policies and practices. They often fail to transfer their success into macro level efforts. Collaboration among organizations is vital to bridge the gap between the micro scale projects and macro scale programmes, in order to get resources from national governments and international organizations, and to exchange knowledge and experiences.But it is not only within the non bformal educational sector that programs exist which try to change status quo. Experimental and consciousness-raising programmes within the formal educational system also exist. The teacher training programme from Argentina mentioned in section eight, aimed at changing the attitudes of teachers, that is, their stereotyped perceptions of men and women. During the programme the teachers became aware of their discriminating behavior. Through the process, the attitudes changed, and participants were determined to change inequalities when returning to their schools. But they faced resistance in their efforts to introduce their new perspectives on gender. Although they faced difficulties, we believe that this is an indication of the individual teachers becoming empowered during the programme, because of their efforts to transmit the new knowledge. But although the individual teachers can become empowered, they can not fulfill their desires and wishes for change, because of the rigid patriarchal structure of the formal educational system. There are too few of these experimental teacher training programmes with the goal of changing the contemporary schooling system. We thus find it important to implement teacher training programmes, in the formal teaching training colleges, that aim at educating teachers at all levels in the educational system to have far-reaching effects. Teachers are essential agents in the socialization process of boys and girls in their function as role models. Already in primary school are girls influenced indirectly, by the teachers’ stereotyped expectations of girls. But if teachers participate in experimental training programmes where they become empowered, they can as important transmitters of knowledge, values and norms empower girls even in primary school. The empowerment of girls may become particularly visible when girls reach puberty (Bonder 1992; 243). Equally important are the effects that teachers have on boys. If boys early in school life are socialized into perceiving girls as equals, these attitudes and values might become naturalized and incorporated into the habitus of the boys. This was attempted in the school in New Delhi, India, as mentioned earlier. Thus, long-term change will only occur if boys and girls, men and women are incorporated and targeted in the change processes. Although teachers might be positive towards creating equal terms for boys and girls, some norms and values regarding gender roles are very hard to overcome. At the end of the teacher training programme in Argentina, teachers discussed, -on the basis of their new knowledge- norms and behavior relating to the labor market. They agreed that competition within professions between men and women is acceptable but women should avoid defeating men. In case of defeating them, women should seek to hide their Satisfaction, (ibid;246). This shows that although equal gender relations might be acknowledged, there are still some norms and values which are so deeply rooted in people’s habits that they are very difficult to transform. This is why it is necessary to start changing attitudes and perceptions early in life.

Conclusion: Education is widely acknowledged as an important means in development strategies to improve conditions and reduce poverty in Third World countries. Benefits of education have for long been obvious, but since the 1970s special attention has been paid to the education of women. Research has shown very crucial benefits of educating girls and women. Decrease in infant mortality- and fertility rates are among the most important results. Furthermore an educated women is more likely to send her children to school, and also acknowledge the special importance of educating her girls. Even though there has been focus on the education of women for decades, women still have unequal opportunities, in terms of less access to and less participation in, the educational system. As a consequence of the low enrollment in schools, many girls and women are deprived of capabilities such as, being able to read and write. The main course of their deprivation and marginalization is due to their gender. Male domination and female subordination is socialized into boys and girls at a very early age. The socialization conceals the ideological mechanisms that construct the gender inequality as natural given. In this way girls are contributing to their own subordination. The origin of gender inequality manifests itself in the family, but is also transmitted and reinforced in context such as the educational system. In many developing countries girls face unequal opportunities even before entering the school. Many constraints, such as the attitudes of their parents, deny their access to schooling. Entering primary school the girls are burdened with more housework and childcare compared to boys. Thus reducing their performance in school. In teenage years, pregnancy and marriage contribute to high dropout rates of girls. Along with these factors the educational system reproduces patriarchal values, norms and gender stereotypes. Thus gender inequality is maintained at all levels in the educational system. The reproduction of the gender stereotypes is transmitted through the curriculum content, which is textbooks and through teaching practices and expectations. Thus, to achieve gender equality in the educational systems various strategies are necessary in order to reform schooling. One of the crucial strategies is the training of teachers. Raising the awareness of teachers’ differential behavior towards girls and boys is important. Unequal relations between men and women are today widely recognized in development discourses. These development approaches to women are focused on changing the institutional basis of gender inequality, in contrast to previous approaches, as for example WID, which did not challenge the basis of female subordination. The key word today in many development approaches towards women is empowerment. One of the first elements in the empowerment process is raising the awareness of women of their own subordinate position. Empowering women is seen as a way to change gender roles and to enhance their capabilities of creating change and making decisions about crucial issues in their own lives. The outcome of empowering women also affects family relations and social relations within a community. This strategy is central in many non formal education and training programmes for women. Being more flexible and based on participation, focusing on women’s own experiences and interests, these programmes are particularly suited in bringing about change, first of all in the individual lives. But they also have the potential through collective action and organization to affect national policies and enable societal change. Though it requires long-term systematic strategies and collaboration between different organizations from various levels in order to generate a thorough and pervasive transformation of society.

Education as a means to promote development in social, political, and economic spheres has been gender-blind, but in the late 1970s this perspective changed. In 1979 “Fertility and Education: What do we really know? “Was published by Cochrane. A large number of studies and research concerning this subject followed, and concluded the existence of a high correlation between increases in women’s schooling level and a decline in infant mortality and fertility rates. Women who had completed basic education were able to make use of health facilities and service for their children and had a higher interest in sending their children to school (Dighe 1998; 420,421). 1990 was proclaimed to be the International Literacy year, by the UN. The focus on education for women continued during the 1990s and results of different researches showed that investment in this area gave the highest “output” (compared to earlier development investments focusing primarily on production and industrial growth) both at socio-economic, cultural and political levels. Before the mid 1970s people occupied with development issues had paid little attention to the economic benefits which could be attributed from women (Fink 1992; 173). Educating women also results in economic benefits. In Africa, for example, 46 % of the agricultural workforce is female. Educating these women will increase productivity, enabling them to contribute to the protection of the environment and preservation of water and energy will increase economic growth markedly. Investment in education for girls and women has, according to Shultz, been one of the factors why fx Southeast Asia, East Asia and Latin America have had a significant progress in social and economic growth. Conversely, growth has for instance in the Middle East and North Africa been of limited scale which according to Schultz is one of the consequences of a lacking investment in the education of girls` and women (Schultz 2001; 208). Economic analysis on wage returns shows a lower fertility rate and infant mortality and a higher GNP per capita and life expectancy when a larger number of girls are enrolled in primary education. Furthermore does a study of countries with an equity of about 100 % enrolment rate at primary level, show higher GNP and lower fertility rates when more girls are enrolled in secondary education. This indicates the necessity of educating women at secondary level as well, since it not only gives a higher personal freedom as Dreze and Sen Mention. But it also affects children, as well as the rest of the society in a positive way. There are many obstacles to girls’ enrollment and further participation in the educational system, as will be discussed in part six. One of these are the lack of role models for girls and low expectations of girls. Despite the positive benefits of education, some implications within the educational system are relevant because it provides some of the explanations why girls achieve less and why they drop out before secondary level. This has to do with the educational system as a reproducer of values, sexual stereotypes and norms in a society (Sutton 1998; 391,393). Along with the increasing attention upon women’s education, the concept of empowerment emerged. In 1993 an issue paper for the panel on “ Girls and Women’s Education, Women’s Empowerment and Population issues” was prepared by UNFPA (United Nations Population Fund). This paper put focus on the important issue of education as a means to women’s empowerment (Dighe 1998; 422). Before we discuss the concept of empowerment in section five we will pay attention to the issue of gender and inequality, gender roles, and different development approaches to women in The Third World.

The impact of education on society, both on social, health and economic relations, is widely recognized due to studies and research on this subject. Economic benefits of education did not figure on the development agenda to begin with. The reason is that it is not immediately mesureable. Even though this paper do not pay much attention to economic benefits it is still important to stress the value of presenting economic benefits, since it is one of the most persuasive arguments in the attempts to change attitudes of governments concerning their higher priorities on fx the military and less priority to education and health sectors. Different studies in the last decades have shown that an increase in education enhance the economic growth. But other benefits such as the expansion of human capabilities is recognized as equally important outcomes of education. Improving individuals social and personal opportunities enables change in a society with unequal opportunities for development caused by traditional patterns of class, ethnicity and gender. According to Dreze and Sen, education has five intrinsic values for improving social and economic conditions in Third World countries, both benefits for communities and societies, as well as individual social benefits. First of all education gives personal benefits for the individual in terms of self-confidence leading to motivation and interests in society. Social interactions are easier when persons are capable of reading a newspaper about social and political issues in the community and the rest of the World. Secondly, education gives access to a wider range of job opportunities and in general enables persons to take advantage of economic opportunities and fx participate in local politics. Thirdly, a higher literacy rate facilitates public debates and demands for health care, social security and other needs. Public discussions enable people to hold politicians accountable for their promises of fx improvements in the social service sector. Information on ones society provide better possibilities for utilizing the service system. Fourthly, education indirectly prevents child labour, to the extent that implementation of legislation of basic education for all children, force parents to send their children to school which again gives less time for labour. Entering school broadens horizons for young people. Which means that meeting other children and young people could result in new ideas of different opportunities in the future. The fifht effect of education and literacy enables oppressed groups in a society to become politically organized. Being a larger group makes it easier to insist on ones rights and demands concerning social and politically issues. An organized group achieves visibility in the society and is harder to oppress. The ability to resist oppression not only concerns disadvantaged groups in society, but education does also have positive effects within families when girls are being educated (Dreze & Sen 2002; 39). The expansion of the opportunity of education to include girls do not just enhance the capabilities of reading and writing, but is also a means to the promotion of gender equality, development and growth.we have to realize the benefits of education in general.

Doing research is a process that involves an on-going series of decisions and choices. Overall, feminist research is uniquely feminist because it is feminist beliefs and concerns that act as the guiding framework to the research process. Methodologically, feminist research differs from traditional research for three reasons. It actively seeks to remove the power imbalance between research and subject; it is be politically motivated and has a major role in changing social inequality; and it begins with the standpoints and experiences of women.

In social science research, the researcher has confidence that the material is unbiased in accurately representing social reality. In quantitative research, this is assessed in terms of objectivity, maintaining a space between the researched and the researched so that the researcher is not influenced by the research process. In qualitative research, neutrality is possible by removing the distance between the researcher and the participant to ensure biases the researcher brings into the research are acknowledged and that the participant can confirm the validity of the depiction of their experience and social reality. As an illustration, with participatory research, the goal is the inclusion of the participant’s perspective and voice in all aspects of the research process. “Participatory research proposes returning to ordinary people the power to participate in knowledge creation, the power that results from such creation, and the power to utilize knowledge” (Maguire, 1987, p. 39). The assumption behind this agenda is that the material revealed will be more accurate and objective in representing the reality of the social experience and situation. By including the participants in the process, it is felt that the data will be unbiased and more truthful in representing the event in agreement

With the participant. In both instances, the overall objective for social science research is for the data to be accurate and representative of the situation.

At the heart of it, both qualitative and quantitative research shares a common methodological and epistemological agenda: control. In quantitative research, the element of control is suggested by the belief that there are variables that must be controlled. This is grounded in the epistemological base of objectivity and neutrality. Without control of the research, bias will appear and distort the results. In qualitative research, the researcher is seeking, through methodology, to capture the best representation of social reality. The goal of this research is to have the meaning and experience of the event conveyed in the most realist manner. The inclusion and recognition of the influence held by the researcher facilitates a greater control over the degree of accuracy of the data in representing the participant’s reality. Historical arguments have constructed social science research into different camps, qualitative and quantitative, a distinction that has come into question.

Feminist research is, by definition, research that utilizes feminist concerns and beliefs to ground the research process. Feminism takes women as its starting point, seeking to explore and uncover patriarchal social dynamics and relationships from the perspective of women. Feminism is also a commitment to social change, arising from the actions of women to refuse the patriarchal social structure as it stands in favour of a more egalitarian society. Feminism also addresses the power imbalances between women and men and between women as active agents in the world. Feminist research seeks to include feminism within the process, to focus on the meaning women give to their world while recognizing that research as a process is contained within the same patriarchal relations. Feminist research is research that uses feminist principles throughout all stages of research, from choice of topic to presentation of data. These feminist principles also inform and act as the framework guiding the decisions being made by the researcher.

This is not to suggest that feminist researchers believe that feminist research is one unified research methodology. There are many varying and diverse interpretations of what feminist research is and should be. The only agreement seems to be to have no

Agreement – to revel in the diversity and recognize that these differences facilitate and permit different knowledge’s to be put forth. To seek one feminist research method is invalid, and simply reinforces patriarchal beliefs in totalizing theory, that there exists one truth, one knowledge in the world to be objectively discovered. Feminist research is about multiple, subjective and partial truths. Black feminist writers such as bell hooks and Patricia Hill Collins have strongly argued against the biases that exist in white academic feminist writing, such as class exclusion, heterosexism, racism and ethnocentrism. Feminist research can not claim to speak for all women, but can provide new knowledge grounded in the realities of women’s experiences and actively enact structural changes in the social world.

Counseling is a process. It is necessary for the counselor to understand that counseling is a process. Career counseling refers to that professional relationship where the clients are helped to select, prepare for enter and function effectively in an occupation. According to E.G. Williamson clients problems could be classified into four categories viz. no choice, uncertain, unwise choice and discrepancy between interest and aptitudes. Process of counseling in these contexts is very much similar to that in general counseling because the development choice and establishment of a career are closely related to social and environmental influences and personality developments. Career counseling through primarily confined to education in modern system, it has wide scope in community agencies and business for employee counseling and assistance programmes. Also specified counselors do placement work and vocational rehabilitation counseling to help disadvantages or handicapped persons with respect to jobs. Considerable research gone into this field shows that career counseling is generally beneficial. The students who are drug addicted and alcoholics, they must be counseling by experienced team. Drug addiction has reached epidemic proportions in every part of the modern world. The ill effects of substance abuse are so many. These substances are psychoactive in the sense that they alter the mood, perceptions and behaviour. The so called stimulants tamper appetite leading to nutritional deficiencies and serious physical ailments. Drug abuse also leads to serious interpersonal problems like domestic violence, child abuse, sexual dysfunction’s etc. these substances induce physical and psychological dependency which makes it nearly impossible for the victim to get rid of the habit. Street crimes involving drug addicts are on the rise and reveals attempts made by them to get money to pay drug dealers. The drug abuse counselors after ruling out the need for hospitalization inducts the client into the counseling programme. They insist that the client abstain from taking drugs, as the first step, because without that, proper rapport or communication is impossible. Family members are also counseled and make aware of there faulty roles, dysfunctional communication’s etc. which have caused or perpetuated the problem. Both the client and family members receive help to develop feelings of self worth and responsibility for their behaviours. They learn to express their needs more directly. Through exploration of childhood experience they become aware of repressed negative emotions that are affecting their present behaviour. They also learn new ways of dealing with stress. Drug addicts should receive group counseling because they often lack social skills. Auxiliary services like recreational or occupational therapy helps them to cultivate new interests. Nutritional guidance helps them to cultivate healthy eating habits. Counseling ensures their successful return to the society thus alienating the problem once for all. So counseling is a very important matter for drug addicts.

Food are very essential for all living creatures.The major components of our food are carbohydrates, protein, fats, vitamins and minerals. These components provide energy, help in growth and developments and repair of the damaged parts of the body. They also develop resistance to diseases. A balanced diet contains all the nutrients and its varies according to the need of the body. The deficiency of these nutrients in food causes deficiency diseases. Malnutrition is the main cause of these diseases. Excessive intake of nutrition’s also leads to the abnormal functioning of the body. obesity and hypervitaminosis are  examples of overnutration. Living organisms constantly interact with the environment. Disequilibrium is the environment may lead to diseases in living beings. In additional to extrinsic factors, disease may also arise due to intrinsic reasons or factors. Organic or metabolic diseases are caused due to intrinsic factors.

Lack of nutrients in the diet causes deficiency diseases and Deficiency of carbohydrates, proteins and fast leads to protein, energy malnutrition. Also Anemia, goiter, rickets and osteomalacia are common mineral deficiency diseases.

Some of the important diseases caused by the deficiency of Vitamins are: night blindness, beriberi, pellagra, scurvy, rickets etc. proteins, carbohydrates and fat deficiency leads to protein, energy deficiency diseases. This is the most common nutritional disorder which affects children in our country in the age group of 1 to 5 years. Vitamin and mineral deficiencies are also very common. About 1% of pre-school children in India and other Developing countries suffer from kwashiorkor. Diseases like marasmus are caused due to the inadequacy of diet in children below the age of one year. The main cause of marasmus is the deficiency of carbohydrates, protein and fats. This is very common disease among the poor people. This disease can be controlled by giving adequate amounts of all the above nutrients.

The deficiency of vitamin A leads to night blindness in which persons cannot see in dim light. Beriberi is caused by the deficiency of vitamin B. Pellagra is common in those people who are mainly maize caters. The deficiency of vitamin C and vitamin D causes scurvy and rickets respectively. Calcium and phosphorus are two minerals which make our bones and teeth strong. The deficiency of these minerals causes rickets in children and Osteomalacia in adults. In rickets the bones become twisted or bent. This disease can be prevented by giving cod liver oil and proper exposure to sunlight. In Osteomalacia bones become soft and fragile. This disease occurs due to the deficiency of calcium, phosphorus and vitamin D in food. It is common in women, especially when they are in pregnancy and during the lactation period. Milk and liver are rich sources of calcium and phosphorus. Their intake in adequate quantities improves the patient’s health. Mineral deficiency can also lead to deficiency diseases. Anemia can be identified when the person looks pale, tire easily, feels exhausted and loses weight. Iron deficiency results in hemoglobin deficiency in the blood. This disease can be cured by taking an adequate amount of iron in the diet. The deficiency of iodine in the diet leads of goiter. In goiter, the neck seems swollen, the body weight increases, and disorders of the nervous system leads to imbalance in the body. This disease is very common in hilly areas.so we need to follow some roles for taking foods.

In Every society A person needs communication with the mass people. Communicating with people about health Education and ensuring that your communication has been effective in changing their health Education and behavior is the real purpose of what is called as interpersonal communication. Whenever you meet someone you communicate. Often this communication has meant just giving information to your clients. This is not enough, you as a communicator need to exchange information with difference people you meet. This exchange of information is not a one way, but a two way street where the information should be shared and valued between you and the people you serve. This two way flow of information between you clients is known as interpersonal communication sub unit. I explain the meaning importance and situations where interpersonal communication can be use to bring about a change in behavior. Using interpersonal communication require specific skills to be an effective communicator you need to understand different components. We try to use verbal, non verbal and active listening skills and other uses. We also need different skills like verbal and non verbal effective speaking and active listening. Use skills in improving your image and credibility among the clients. Demonstrate the use of skills in performing different activities. But we must follow the importance of interpersonal communication and where to use it. Communication is an essential Part of our daily life. We communicate when we talk to people living around us. Health workers would mean the sharing the ideas, information and experiences with different sets of people you deal with in your daily work. One to one communication takes place when you talk to your clients for example with a mother about immunization of her child or an adolescent girl about menstrual cycle. Communication with a small group takes place when you organize a gathering of a small group of people. You can meet with pregnant women to advise her how to overcome problem which they may have raised about pregnancy. You can share your own experiences for communicating with mass people. During the communication between you and your clients you need to use speaking, listening and non verbal communication skills as effective. by understanding and practicing various skills such as effective speaking, active listening, treating the people with respect, ensuring confidentially and developing pleasant atmosphere at your working situation, you will be able to satisfy the needs of your clients, and also prove to be an able worker. You can help your clients to answer their problem, you can help the couples to accept the small family norm, motivate women to use contraceptives, problem of adolescent, immunization etc. non verbal communication skills also a system of communication, it is like as body posture, gestures or movements of the head, expressions of your face and the movement of your eyes. You can touch with hand to child and mother when you meet them. You also use the eye contact, a direct eye contact with your client is paying attention to what you are saying or not. If any patient is avoiding an eye contact with you can be sure that he is hiding something. Finally we can say that effective speaking is important for the success of any communication. You should decide the tone of your voice, the subject matter and the language according to the persons with whom you are speaking to. Effective speaking skills also require that you have an understanding of the attitudes, feeling and needs of your listener. A good speaking skill can build the confidence of your clients and do a lot of good for Health Education.