Immunization and child health materials development guide pdf

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Figure 36. Tips for Using Print Materials Effectively Flip Charts • When using a flip chart, always stand facing the audience. • Hold the flip chart so that everyone in the group can see it, or move around the room with the flip chart if the whole group cannot see it at one time. Point to the picture as you explain it. • Involve the group. Ask them questions about the pictures. • Use text, if any, as a guide, but don’t depend on it. Memorize the main points and, as you show the picture, explain them in your own words. Posters • Display the posters in places of high visibility such as churches, banks, kiosks, and gasoline stations. Put them in places protected from rain and wind. Ask permission first so that your poster is not torn down and thrown out. • Use posters to stimulate group discussion. Booklets and Brochures for Low-Literate Audiences • Explain each page of the material to the client. That way, the client can observe the pictures and listen to the messages at the same time. • Point to the picture, not to the text. This will help the client to remember what the illustrations represent. • Observe clients to see if they look puzzled or worried. If they do, encourage them to ask questions and discuss any concerns. Discussion helps establish a good relationship and builds trust between you and your clients. Clients who have confidence in their health workers will often transfer that confidence to the health practice discussed. • Give materials to your clients and suggest that they share the materials with others, even if they decide against the health practice discussed. C. Getting Radio and Video Programs On-Air 38 Radio and video can be effective and powerful media for delivering messages to large and broad audiences. Both media require the expertise of outside consultants, expensive equipment, and a significant investment of time—so do whatever you can to make sure your final programs are used properly. 1. Determine the Best Broadcast Time. Carefully study your audience to determine when they are most likely to listen to the radio or watch television so that your spot/program can be played during that time. Advertising agencies and radio and television stations often track this type of data and might be willing to share it with you. a. Low-Cost or Free Airtime. Many broadcasters can transmit spots/programs either for free or at discounted rates for health programs. Ask your local stations if this is possible. In some countries, free airtime is mandated for Ministry of Health transmissions (but it is Page 89
often scheduled during hours where few individuals are listening, such as the middle of the night). b. Advertising Airtime. If your program can afford to pay typical advertising rates, it is often worth it to ensure that your spot is shown when it is most likely to be watched. 2. Get Clearance. Some radio and television stations are rigidly bureaucratic, whereas others are more flexible. Obtaining permission from station managers to air a spot/program can be time consuming, so factor that into your timeline. In fact, if you hope to get airtime for anything longer than a 60-second spot, start talking to program managers before you start developing the material. That way, they can give you an idea of what they are more willing to broadcast, and you can get them to buy into your idea as it’s being born. 3. Recruit Celebrities and VIPs. Getting celebrities or VIPs to contribute their voices or faces to your spot or program can add glamour and often create free publicity through other media channels such as newspapers. So take pictures! Often, busy celebrities and VIPs are willing to donate their time. 4. Develop Short Spots to Support Longer Programs. If possible, develop short spots to support your longer scheduled program. Some stations will incorporate short spots—10 or 15 seconds—in their schedule throughout the day. Longer spots must be more formally scheduled. 5. Deliver Tapes on Time and in the Appropriate Format. Find out when broadcasters need your tape(s) and honor these deadlines. Also ask for clarification about the format and type of tape each station will need. Keep this information organized so you do not miss a deadline by delivering the wrong tape to a station. 6. Coordinate With Related Campaigns. Find out what related campaigns your audience may see and hear during your campaign. Coordinate with these other campaigns so you can avoid conflicting and confusing messages. 7. Organize Listening or Viewing Groups. If appropriate, invite members of the intended audience to gather and listen to or watch the program and have a discussion afterwards. Train appropriate personnel to recruit individuals and lead the discussions. It may be necessary to create print materials (discussion guides) for the discussion leader that outline the key points for discussion and include hints on how to lead the group. (This is also a good way to evaluate your material once it has been distributed.) 8. Extend Your Audience. Give tapes of your broadcast spots/programs to local health centers, schools, community centers, and interested companies for use in their waiting rooms and outreach activities. After you have distributed your video through your primary channels (for example, the Ministry of Health, local clinics or hospitals, nongovernmental organizations providing health care services), consider more obscure distribution channels in your community. For instance, there may be a training program for medical assistants at a local university that could screen the video during a class. These future health care workers could then be exposed to your message early on in their career. Page 90
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Immunization and Child Health Mater
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immunization and child health mater
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Table of Contents Page A Letter fro
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Materials development is especially
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The Guide explores qualitative rese
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Step 1. Plan Your Project The first
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THE CREATIVE BRIEF 3 A creative bri
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Figure 1. Sample Materials Developm
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Step 2. Identify and Study Your Aud
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• Fieldworkers, traditional birth
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2. Define Your Audience by Stages o
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B. Determine Informational Needs of
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2. Decide Which Method Best Meets Y
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In-Depth: Effective Qualitative Res
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• Ask participants to imagine som
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Figure 11. Principles of Question D
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Figure 12. Tips for the Facilitator
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Figure 14. Example of Organizing FG
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immunization. Make sure the questio
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3. Identify Patterns. As the facili
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SUMMARY OF FOCUS GROUP PHASES Phase
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Figure 17. Organizing Your Notes 22
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Step 3. Develop Messages
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A meeting with policy-makers may be
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Figure 18. Guidelines for Designing
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Step 4. Create Draft Materials Keep
Page 56 and 57: The artist can prepare more than on
Page 58 and 59: C. Video Materials Producing a vide
Page 60 and 61: VIDEO Same expert demonstrates Solo
Page 62 and 63: Special Advantages of the Web. The
Page 64 and 65: • Easy to Create. A single person
Page 66 and 67: MAKE AN INTERACTIVE, “BRANCHING
Page 68 and 69: - Get Outside Help, If You Need It.
Page 70 and 71: Step 5. Pretest and Revise Draft Ma
Page 72 and 73: B. Measuring Variables Pretesting m
Page 74 and 75: Figure 25. Drafts of an ORS Message
Page 76 and 77: Page 62
Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 92 and 93: Figure 35. Pretesting Pattern for O
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 104 and 105: Step 7. Distribute Materials and Tr
Page 108 and 109: Step 8. Evaluate Materials
Page 110 and 111: Appendix 18 includes a sample evalu
Page 116 and 117: References AIDSCAP. How to Conduct
Page 118 and 119: Glossary of Acronyms AIDSCAP BCC BD
Page 120 and 121: PATH (Program for Appropriate Techn
Page 122 and 123: Appendices
Page 124 and 125: Appendix 1 Topic Guide for Focus Gr
Page 126 and 127: E. Closure 1. Review any patterns o
Page 128 and 129: Appendix 3 SMOG Readability Formula
Page 130 and 131: Leave Plenty of White Space. This m
Page 132 and 133: Use Simple Illustrations. Avoid ext
Page 134 and 135: Use Appropriate Illustrative Styles
Page 136 and 137: Appendix 5 Hiring Experts If you ha
Page 138 and 139: Sample Letter January 25, 2001 Dire
Page 140 and 141: Appendix 7 Video Camera Directions,
Page 142 and 143: 22. Titles: (a) Cards, film, slides
Page 144 and 145: ⇑ Clearly identify steps in a tec
Page 146 and 147: Appendix 10 Sample Questions for Pr
Page 148 and 149: Appendix 12 Pretest Data Sheet Pret
Page 150 and 151: Appendix 14 Group Pretest Answer Sh
Page 152 and 153: Appendix 16 Radio and Video Pretest
Page 154 and 155: Appendix 18 Evaluation Form Evaluat
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6. What was most useful about the G
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