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MCH Curricula: Strategies for Developing Materials_Hanold_5.11.11

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MCH Curricula: Strategies for Developing Materials_Hanold_5.11.11

  1. 1. Facilitation Cues for Effective BCC<br />Mitzi Hanold, MPH<br />Food for the Hungry<br />Training and Curriculum Specialist<br />
  2. 2. The Need Health / Ag Program Review<br />Technical Messages are repeated and known but have not led to change. <br />Root causes not addressed (beliefs, attitudes and current behaviors). <br />No verification / understanding of messages<br />Too many messages are given at once <br />Not presenting information in logical manner<br />
  3. 3. Action Steps<br />Hiring staff to devote to materials.<br />Development of standard guides for all trainers including the following:<br />Integration of behavior change theory<br />Integration of formative research<br />Integration of non-formal participatory methods:<br />
  4. 4. Beginnings ~ Facilitation Cues<br />FH begins using APSIRE (2008)<br />Ask about current practices <br />Show / introduce the new skills and practices<br />Probe about barriers to the new practices<br />Inform participants of ways to overcome these barriers <br />Request a verbal commitment in front of others<br />Examine previous commitments.<br />Small icons are used to remind low literate trainers of each step.<br />
  5. 5. Research behind ASPIRE<br />Ask about Current Behaviors<br />Baseline / Needs Assessment (LRNA)<br />Building on Knowledge and Experience of the participants (Adult Learning Theory) <br />Sharing Key Messages<br />Including verbal as well as activities <br />20/40/80 Rule Adult Learning Theory<br />
  6. 6. Research behind ASPIRE<br />Probing for barriers and helping them to overcome these barriers<br />Helping them at the current stage of change (Prochaskeand DiClemente’s)<br />Motivational Interviewing techniques of rolling with resistance – reframing<br />Requesting small, doable actions (commitments) and following up on previous commitments<br />Principles of Persuasion: Commitment and Consistency<br />Small success lead to increased self efficacy<br />Builds accountability<br />
  7. 7. Cues for Action (1)<br />Ask about current behaviors Share the meaning of each picture<br />
  8. 8. Cues for Action (2)<br />Discuss Barriers Request a Commitment<br />
  9. 9. Cues for Action (Flipchart)<br />
  10. 10. Cues for Action (Lesson Plan)<br />
  11. 11. Adaptation of Cues<br />Key words to short phrases<br />Remove “ASPIRE” from all materials.<br />Combine similar steps to simplify<br />Plan for regular refresher trainings<br />Ask about Current Behaviors<br />Explain Meaning of Each Picture<br />Discuss Barriers<br />Request Commitments<br />
  12. 12. QIVC – Checks and Balances<br />Adding facilitation cues to the supervision tool.<br />Did the facilitator ask about current behaviors?<br />Did the facilitator explain the meaning of each picture correctly?<br />Did the facilitator ask the women about barriers to the new behaviors?<br />
  13. 13. Take Away Message<br />Don’t assume visual aids are “enough”<br />Provide guidance documents to help facilitators facilitate change<br />Add a system of checks and balances <br />
  14. 14. Resources:<br />Visit the care group website for more information:<br />care groups<br />FH materials<br />to access QIVC s<br />http://www.caregroupinfo.org<br />http://www.caregroupinfo.org/docs/QIVC_Files.zip<br />

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