Understanding FH Flipcharts for the MYAP July 21, 2009

1. Understanding FH Flipcharts for the MYAPJuly 21, 2009 Mitzi Hanold, MPH Training and Curricula Specialist FH DC (mitzih@fh.org)

2. What are the objectives of the MYAP (Care Group) program? Reduce physical hungers (malnutrition) • Improved use of Essential Nutrition Actions by pregnant women, mothers and children • Improved mothers ability to prevent, diagnose, and manage childhood diseases that exacerbate malnutrition. • Improved use of Essential Hygiene behaviors.

3. Other important components (based on the proposal) Changing behavior through… • Non-formal education techniques • Include guidance to help teachers to be effective. • Barrier Analysis • Help people to change based on the reasons that have been found to be significant in your area through Barrier Analysis surveys.

4. Changing behaviors • Each lesson (in the lesson plan) begins with a list of the objectives for the lesson. • MOST of these are behavior objectives. • These help to remind the promoter of what should be taught during the lesson. Lesson Plan shown above

5. Changing beliefs • Each lesson contains one belief objective. • Behavior is often grounded in values, attitudes and beliefs about life, relationships and our roles in the world. • FH prioritizes four beliefs which influence behaviors related to health and nutrition. • I can change and be an agent of change. (Module 1- 6) • Stewardship (Module 1-2) • Life is Sacred (Module 2-5) • God has given us dominion over the earth (Module 3-4) Lesson Plan shown above

6. Each lesson contains one barrier analysis objective. BA messages are included in the stories and some discussion questions. Once your surveys are done ADAPT the stories to fit the most important determinant that you’ve found for each behavior. Changing behaviors withBarrier Analysis Lesson Plan Objectives shown above

7. Changing behaviors withBarrier Analysis This story is about diarrhea care practices. If I do a survey and discover that people usually give “tea” to help children overcome diarrhea, then I would change the green text to say,[Mother B] feeds [Hardship] tea because she wants the diarrhea to stop. Insert the ‘most common’ poor (unhealthy) practice found in your area. If you DON’T do a survey on diarrhea care practices, then just leave the text as is, deleting the green highlighting.

8. The Curricula Characters • Mother A isvery knowledgeable about correct child care practices. She is shown in most flipchart pages doing the “correct” behavior. She is Mother B’s friend. • Mother B is learning new things. As the modules progress, she becomes more confident and knowledgeable about correct practices. • Each lesson begins with a story. • In MOST cases, it is something [Mother B] is doing wrong. • The stories are used to ASK(ASPIRE) participants about current practices. Lesson Plan shown above

9. We are using the ASPIRE method to help the facilitators teach using non-formal education techniques. A – Ask S – Show P – Probe I – Inform R – Request E – evaluate We have added pictures to the flipchart pages for each of the activities. These remind the Leader Mothers of the important parts of the lesson. Games Attendance & Troubleshooting Activity Practice and Coaching Train Leader Mothers to be good facilitators Example on the next page…

10. Flipchart pages for Module 3

11. Captions • From the Child Survival projects in Mozambique, it was discovered that Leader Mothers had difficulty sharing the correct messages when tested with the flipchart pictures. • To ensure that the key messages are being used and each picture is explained in full, we have added captions to the picture pages in Module 3. • See next page for an example

12. Flipchart pictures with captions Sample from Mozambique Flipchart. Sample of FH MYAP flipchart page. Yellow text are the instructions to the illustrators. Captions boxes are under each picture.

13. Picture Captions match the (outer) bullets in the flipchart. The indented text adds more information.

14. Flipchart Contains all Pictures (with captions) and is used by each Promoter and Leader Mother for teaching. Back of each page has bullets explaining the key messages. Lesson Plan Contains detailed information for the Promoter. Explanations about each game, activity, also gives “extra” technical information to help the promoters teach and understand each principle. Lesson Plan versus Flipchart

15. Text in boxes on the lesson plan are copied directly from the flipchart. Flipchart Lesson Plan

16. The flipchart contains images to remind the Leader Mothers (and Promoters). The details are explained in the lesson plan. Flipchart Lesson Plan

17. Additional Information is given in the lesson plan • To make sure the facilitators better understand each topic, we have added “additional information.” • This information is ONLY for the trainer (promoter) and does not need to be shared or taught to beneficiaries. • Text copied from the back of flipchart used to teaching beneficiaries. • More information for the Trainer

18. Finally, to help Leader Mother follow the flipchart, we have added numbers to each step (see red circles). This should help remind them the order that things should be done. Added Numbers to the steps