Immunization and child health materials development guide pdf

• Ask participants to imagine something and then describe it to you.
Example: The ideal child health clinic.
• Set up role playing among the participants, and listen to discover not only their
knowledge, but also their feelings about the topic and the vocabulary they use.
Example: A husband and wife discussing whether or not to get their child immunized.
• Share what other people have said about an issue, and see how the group reacts. Be
careful not to show any judgment about whatever statements you use.
Example: “A child should never get immunized when he or she is sick.”
•Present the group with photographs, and get their reactions to each one. For instance,
show them photos of a variety of clinic settings. After showing each one, ask, “How
would you feel about going to this clinic to get your child immunized?” “What makes you
say that?” “Is there anything that might make you think otherwise?”
B. Preparing for In-Depth Interviews and Focus Group
Discussions
Although in-depth interviews and focus group discussions differ in their
execution, they require practically the same preparation. Begin by
writing a discussion guide, then choose a facilitator and note-taker,
schedule interview locations, and select and recruit individuals to
interview. This section provides some guidelines for making these
decisions and improving the reliability of in-depth interview and focus
group results.
1. Write a Discussion Guide. Leading a discussion on several topics
is difficult, even for the most experienced facilitators. A discussion guide
is key to efficient facilitation. To cover all topics of interest, discussion
guides list questions and sub-questions that need to be discussed in the
time allotted. Although discussion questions will differ between topics,
most discussion guides include:
A discussion
guide is a list of
questions that
helps the
facilitator lead
a productive
and varied
discussion on
several key
topics within an
hour or two.
a. Introductory Remarks. The facilitator introduces herself or himself, and the note-taker.
S/he also:
• Explains the general reason for the discussion and lets participant(s) know that their
ideas are valuable. Reminds participant(s) that there are no right or wrong answers.
• Explains that notes will be taken and recorded to capture important ideas and
comments.
• Asks permission to record and assures participants that their comments will be kept
confidential.
• In a group setting, asks participants to introduce themselves using first names only.
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