Nutrition and Hygiene for Orphans and Vulnerable Children ... · communities of Tunga Ashere, Jiwa,...

Nutrition and Hygiene for Orphans and Vulnerable Children in Nigeria A Training Guide for Community-Based Organisations

Handouts and Job Aids

OCTOBER 2016

About SPRING The Strengthening Partnerships Results and Innovations in Nutrition Globally (SPRING) project is a six-year USAID-funded cooperative agreement to strengthen global and country efforts to scale up high-impact nutrition practices and policies and improve maternal and child nutrition outcomes The project is managed by JSI Research amp Training Institute Inc with partners Helen Keller International The Manoff Group Save the Children and the International Food Policy Research Institute

Recommended Citation SPRING 2016 Nutrition and Hygiene for Orphans and Vulnerable Children in Nigeria A Training Guide for Community-Based Organisations Handouts and Job Aids Arlington VA Strengthening Partnerships Results and Innovations in Nutrition Globally (SPRING) project

Disclaimer This report is made possible by the generous support of the American people through the United States Agency for International Development (USAID) under the terms of the Cooperative Agreement AID-OAA-A-11-00031 SPRING) managed by JSI Research amp Training Institute Inc (JSI) The contents are the responsibility of JSI and do not necessarily reflect the views of USAID or the US Government

SPRING JSI Research amp Training Institute Inc 1616 Fort Myer Drive 16th Floor Arlington VA 22209 USA Phone 703-528-7474 Fax 703-528-7480 Email infospring-nutritionorg Internet wwwspring-nutritionorg

Cover photos SPRINGNigeria

Acknowledgements The Nutrition and Hygiene for Orphans and Vulnerable Children Training Package was developed under the Strengthening Partnerships Results and Innovations in Nutrition Globally (SPRING) project managed by the JSI Research amp Training Institute Inc with generous financial support from the US Agency for International Development (USAID)

To learn from other projects and contexts the training package has drawn upon a number of existing training materials and communication tools SPRING acknowledges the adaptation of content from the Community Infant and Young Child Feeding (C-IYCF) Counselling Package Government of Nigeria Community Workersrsquo Training Guide and Handbook SPRING Designing for Behavior Change Curriculum CORE Group and USAID Nutrition Education Curriculum for the Adolescent Girls Empowerment Population Council Go Grow Glow Nutrition Curriculum University of California Cooperative Extension and GrowGlowGo Healthy Child Feeding for GoodLife Flip Chart Johns Hopkins University Center for Communication Programs (see References List for full citations)

SPRING recognizes the following individuals as the lead authors in the development of this training package Anne Mburu-de wagt (consultant) Bridget Rogers Kristina Granger Andrew Cunningham and Peggy Koniz-Booher (SPRING)

The following individuals provided technical review andor support to the finalization of the training package Oluwaseun Okediran Faith Ishaya Beatrice Eluaka Philomena Orji Barry Chovitz Altrena Mukuria Steve Sara Romilla Karnati Susan Adeyemi and Frances James A special thanks to Victor Nolasco for his work in developing and adapting the illustrations

We would also like to acknowledge all the children community volunteers teachers and civil society organizations (CSO) who participated in and contributed to our concept testing of the draft curriculum in the communities of Tunga Ashere Jiwa Gwagwa and Bassan Jiwa in Federal Capital Territory including our partners SMILE Federal Ministry of Health and the Universal Basic Education Board who helped make it possible

We have created what we hope is a useful curriculum for projects CSOs and community volunteers working with orphans and vulnerable children in Nigeria We hope this will serve as a guide for further adaptations to different national state and community contexts in the future

Although these materials have been created for the context of Nigeria any part of this package may be printed copied or adapted for related projects to meet local needs with the express written permission of SPRING Please direct any requests to reproduce or adapt these materials to infospring-nutritionorg with the understanding that the source of the materials will be fully acknowledged and the materials will be distributed at no cost

All components of the Nutrition and Hygiene for Orphans and Vulnerable Children Training Package can be found on the Nigeria page of the SPRING website httpswwwspring-nutritionorgcountriesnigeria


Contents

Name Thumbnail

Nutrition

x Weight gain of approximately 25 kg per year x Increased physical activity and movement x First experience of independence from primary caregiverͶpossible changes in foods fed and

frequency of feeding

x First learning experiences Meet needs by

x Giving different foods in the right quantities and frequency for the age group (MOVE GROW and SHINE foods)

x Providing deworming medicine to kill any worms in the intestines x Treating illness promptly finishing all medication prescribed

x Continuing biannual vitamin A supplementation

Preadolescent boyƐ and girlƐ needs

Changes occurringactivities of preadolescents

x Girls bodies maturing toward puberty preparation for themenstruation cycle

x Boys bodies also maturing towards pubertyͶincreased muscle mass and increased bone density

x Growth spurtsͶincreased rate of increase in height x Physically activeͶplay at home and at school x At schoolͶlearning

Meet needs by

x Eating more SHINE and GROW foods to provide vitamins and minerals to store in

preparation for menstruation

x Eating more GROW foods to help the body meet new growth needs boys muscle and bone growth and growth spurts

x Treating illnesses promptly and completing all medicines prescribed x Ensuring clean boiled water consumed in the home

x Using a pit latrine do not ease yourself in the open or in the yard of the house

Adolescent girl needs

Changes occurring in adolescent girl

Puberty x MenstruationͶmonthly loss of bloodͶleads to low iron stores

(iron is a mineral found in SHINE and GROW foods eg green leafy vegetables and red meats)

x Bone maturation and strengthening

x Growth spurtgain in height x Increased activityͶresponsibilities in the homeͶchores such as

housework fetching water or firewood running errands for parents taking care of younger siblings

x Playing with peers at school

Throughoutthe Lifecycle x Walking to and from school

Meet needs by Promote appropriate growth by x Increasing the food intake x Encouraging eating SHINE and GROW foods to build up blood supply that she loses with

menstruation

x Encouraging eating SHINE and GROW foods to build up her bone strength

x Providing iron and folate supplements from the clinic where necessary (if girl is tired and

found to be anaemicͶhaving weak blood) x Avoiding fatty and sweet foods x Avoiding intake of coffeetea with meals x Encouraging good hygiene practices x Preventing and seeking early treatment of infections x Encouraging use of Insecticide-shy‐treated nets (ITNs) x Encouraging parents to give girls and boys equal access to educationͶundernutrition

decreases when girlswomen receive more education

x Delaying first pregnancy until at least 18 years of age

x Encouraging families to delay marriage for young girls x Encouraging support of teenage boys to teenage girlssisters to help meet their nutritional

requirements Adolescent boy needs

Changes occurring in adolescent boys

x Increased muscle mass x Increased bone strength

x Growth spurtͶgain in height x Increased activityͶsporting activities in schoolcommunity

responsibilities in the home such as tending flocks cleaning compound cutting firewood for the home running errands for parents taking care of younger siblings

x Playing with peers at school x Walking to and from school

Meet needs by

x Increasing protein intake (GROW foods) x Increasing energy intake (MOVE foods) x Increasing calcium and magnesium intake (GROW foods) x Encouraging families to delay marriage for young girls x Encouraging parents to give girls and boys equal access to educationͶundernutrition


Adult woman needs

Body changes

x Menstruation

x Pregnancy

x Childbirth

x Breastfeeding

x Bone loss Meet needs by

x Eating MOVE GROW and SHINE foods

x Preventing and seeking early treatment of infections x Encouraging good hygiene practices x Giving ironfolate supplementation

Meet needs in pregnancy childbirth and breastfeeding by

x ŶĐƌĞĂƐŝŶŐƚŚĞĨŽŽĚŝŶƚĂŬĞŽĨǁŽŵĞŶĚƵƌŝŶŐƉƌĞŐŶĂŶĐǇĞĂƚŽŶĞĞǆƚƌĂŵĞĂůŽƌƐŶĂĐŬĨŽŽĚ between meals) each day

x During breastfeeding eating two ĞǆƚƌĂŵĞĂůƐŽƌƐŶĂĐŬƐĞĂĐŚĚĂǇ x Encouraging consumption of MOVE GROW and SHINE foods All foods are safe to eat

during pregnancy and while breastfeeding x Giving ironfolate supplementation (or other recommended supplements for pregnant

women) to the mother as soon as mother knows she is pregnant and continuing for at least three months after delivery of the child

x Giving vitamin A to the mother within six weeks after birth

x Preventing and seeking early treatment of infections o Completing anti-shy‐tetanus immunizations for pregnant women (five injections in total) o Using of ITNs o De-shy‐worming and giving antimalarial drugs to pregnant women between four and six

months of pregnancy

o Encouraging good hygiene practices

Stages ofBehaviorChange

STAGES OF BEHAVIOR CHANGE

Maintenance (Sustaining the behavior) Action

(Adoption) Preparation (Motivation) Awareness

(Knowing)

Pre-Aware-ness (Not knowing)

Stages Not kno wing there

is a problem

Knowing there is aproblem and

looking fo r more

information

Obtaining new skills and access to

resources and support

Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the

practice with support Celebrating yo ur

success

Person Changing

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try something new but there are obstacles

I am trying the new

practice but I am still no t 100 certain of

the outcome

I can succeed with

support and

encouragement from my family and

community

I need to keep trying

until the change

becomes a habit because I believe the

change is positive

Yes I can

do it

Change Agent I will facilitate an

I will facilitate an

activity to help the

person to identify



I will facilitate a

discussion on the

benefits of adopting

I will continue to

pr o v i de t he I will monitor the I will reco gnize and


perso n identify the

problem

alternativ es for solving the problem

and provide them

with additional information

person to identify how

to overcome the

obstacles and organize

access to reso urces

the new practice and

the consequences of not using it to

encourage

permanent change

reinforcement and

support that are

needed for change

to be permanent

change to provide

the needed support and information

celebrate the success of a positive change

in behavior

Name Thumbnail

Advantages and Challenges and Practical Approaches when Working with Children

Age range Advantages Challenges Practical approaches to use when working with children in SBCC (these are the terms to be cut out

for use in the group work)

2-shy‐5 x Curious and open to learning

x Learn by playing doing imitation and repetition

x Trusting

x Excited by new experiences

x Children in this age group believe what they see directly

x Children in this age group

translate what they see to their own daily experiences

x Not able to understand

pretense x Have a limited use of words x Difficulty expressing their

feelings fears and excitement x Attention short

Use loving tones and simple language Show the children an attitude of curiosity Be playful and portray learning through play Give children simple choices Use every day experiences stories of other

children families animals and typical daily activities and routines

Use repetition and music Use a variety of examples but do not make

changes too quickly Ask simple questions Encourage children to talk ltĞĞƉƐĞƐƐŝŽŶƐƐŚŽƌƚƚŽŬĞĞƉƚŚĞĐŚŝůĚƌĞŶƐ

attention

Advantagesand Advantages and Challenges and Practical Approaches when Working with Children

ChallengesAge range

Advantages Limitations Practical approaches to use when working with children in SBCC (these are the terms to be cut out for use in the group work)

6-shy‐11 x Children understand

cause and effects better in this age group

x More able to control their feelings x Can still get upset x Can still be easily distracted

x Use loving and patient tones x Show that experiences of learning and achievements in school

are an opportunity to develop new interesting skills and

and Practicalx Attention span growing

x More words in vocabulary and better able to express themselves

x Friendships growing

x The children can be bored easily if ƚŚĞǇĚŽŶƚƐĞĞƚŚĞĐŽŶŶĞĐƚŝŽŶŽĨ the new topic to their own situation

x Opinions of their friends may limittheir participation in the group

talents x Show the children how to demonstrate socially positive action

such as kindness conflict resolution and caring about others x As the adult keep your personal and moral standards high to

show the children strong positive adult role models x Give the children examples of children making a difference in

Approacheswhen Working

ƚŚĞŝƌŽǁŶĂŶĚŽƚŚĞƌƐůŝǀĞƐĞǀĞŶŝŶĚŝĨĨŝĐƵůƚƐŝƚƵĂƚŝŽŶƐƌĞalistic heroines and heroes)

x WƌĞƐĞŶƚƐƚŽƌŝĞƐĂďŽƵƚĨƌŝĞŶĚƐŚŝƉůŽǇĂůƚǇĂŶĚĚŽŝŶŐƚŚĞƌŝŐŚƚ ƚŚŝŶŐ

x Present longer and more dramatic stories (varying in duration

between 30 and 45 minutes) x ͻ^ƚŽƌŝĞƐƚŽůĚƚŽƚŚĞĐŚŝůĚƌĞŶƐŚŽƵůĚĨŽĐƵƐŽŶĐŚŝůĚƌĞŶƐ

experiences and characters x Use examples that are funny to see and hear to help build the

learning experience (eg brain teasers riddles tongue twisters etc)

x Include interactive problem-shy‐solving and critical thinking

with Children


Age range Advantages Limitations Practical approaches to use when working with children in SBCC (these are the terms to be cut out for use in the group

work)

12-shy‐17 x Abstract thinking better developed better able to distinguish the real from the unreal

x Starting to plan for future

x More influenced by peers x Increasingly independent more

adult thinking

x More influenced by peers x More self-shy‐aware

x Behaviour may contradict held beliefs

x Use loving tones x Talk respectfully and do ŶŽƚƚĂůŬĚŽǁŶ x Present examples of positive age-shy‐group behaviours and

other adolescents who are resilient and positive x Present a variety of points of view opinions and

perspectives to help with analytical and debating skills x Portray gender-shy‐positive roles in adolescents and adults x In addition to the training materials add in materials that

use pictures and images and not full of text x Talk about issues of concern to their particular age group

(substance abuse unprotected sex violence romantic relationships bullying and discrimination friendships)

x Portray characters who are confident and excited about their situations and lives this is very useful for children from disadvantage circumstances groups and minority language groups for girls and children with disabilities

x Use a lot of humour and creativity x While presenting growing independence continue to

portray positive parent-shy‐child relationships adult-shy‐child ƌĞůĂƚŝŽŶƐŚŝƉƐƚŚĂƚĨŽƐƚĞƌƚŚĞĐŚŝůĚƐĐŽŶƚŝŶƵĞĚůĞĂƌŶŝŶŐĂŶĚ development towards adulthood

Taxi andMotorcyclewith Petrol

Growing Child

My HealthyPlatemdashFull

My HealthyPlatemdashBlank

Move Foods Move Foods

Grow Foods Grow Foods

Shine13 Foods ShineFoods

Faecal OralRoute

HandwashingTimes

HandwashingSteps

Latrine

WettingHands

Soaping Hands

Lathering13 Hands

ScrubbingFingers

ScrubbingFingernails

Rinsing Hands

Boy EatingFood

ug fects Actions to Ta

Constructing aTippy Tap(pictoral)

Constructing a Tippy Tap Materials Required

x 1 clean empty 1-‐litre bottle with a bottle top

x Set of matches

x 3 lengths of string 30 cm each

x Clean nail (﴾only the facilitator should handle this)﴿

x Clean needle

x Bar soap

x 1 extra bottle (﴾optional)﴿

x 1 small net bag (﴾optional )﴿

x Bottom end of a small plastic bottle

Instructions 1 Mark the clean 1-shy‐litre bottle 2 cm from the bottom of the bottle 2 Light a match and heat up the needle tip 3 Use the heated needle tip to make a small hole at the mark on the bottle 4 Light another match and heat up the nail tip 5 Make the first small hole wider using the head of the heated nail by inserting the nail in the

hole made by the needle 6 Fill the bottle with water and then close the bottle with the bottle top 7 Tie one end of the string round the neck of the bottle and the other end of the string to the

place of the handwashing point The bottle should be secured by the string and hanging from the wall or post so that it is accessible to people washing their hands and not resting

on the ground If the bottle is hanging loose and may spin be sure to put a mark on the side of the bottle where the hole of the tap is to guide the users of the tippy tap

8 Alternatively tie the bottle to a wall or a post with the hole facing outward for ease of use9 Fill the bottle with water and tightly close the bottle with the bottle top Water should not

flow out of the hole near the bottom of the bottle when the top is tightly secured 10 Soap option 1 Place the bar of soap in a small net bag and tie the bag to a post or a nail in

the wall next to the tippy tap so that it is accessible to people washing their hands and not resting on the ground

11 Soap option 2 Alternatively you can place pieces of the bar of soap (or even use soap

powder) inside a different bottle Using the heated nail make a hole in the bottle top Add

some water to the bottle and shake to dissolve the soap to make liquid soap Secure thebottle top and tie one end of the string round the neck of the soap bottle and the other end

of the string to the place of the handwashing point The soap bottle should be secured by

the string and hanging from the wall or post so that it is accessible to people washing their hands and not resting on the gƌŽƵŶĚdŚĞůŝƋƵŝĚƐŽĂƉĐĂŶďĞƉŽƵƌĞĚŝŶƚŽĂƉĞƌƐŽŶƐŚĂŶĚ through the hole in the bottle top

Constructing aTippy Tap

12 Soap option 3 Pierce the bottom of a small bottle that has been cut off a small bottle to use

a soap dish 13 Your tippy tap is ready for use 14 Open the bottle top slightly until water flows out of the hole in the bottom of the bottle To

stop the flow of water close the bottle top 15 Remember to refill the tippy tap each time it is empty and replace the soap when it is used

up

DramaticRoleplayabout

Anaemia

Move FoodCards

Grow FoodCards

Shine13 FoodCards

HIVͶDrug Effects and Actions to Take HIVDr Ef ke

Bone strength and development can be

HIVmdashDrugEffects andWhat Actions

to Take

negatively affected

Diarrhoea and vomiting

Sore mouth and throat

Fever

Decreased appetite

Lactose intolerance

Fat and cholesterol storage may be

increased in the body

Weight gain of approximately 25 kg per year Increased physical activity and movement First experience of independence from primary caregivermdashpossible changes in foods fed and

frequency of feeding First learning experiences

Meet needs by

Giving different foods in the right quantities and frequency for the age group (MOVE GROW and SHINE foods)

Providing deworming medicine to kill any worms in the intestines Treating illness promptly finishing all medication prescribed Continuing biannual vitamin A supplementation

Preadolescent boyrsquos and girlrsquos needs

Changes occurringactivities of preadolescents Girlsrsquo bodies maturing toward puberty preparation for the

menstruation cycle

Boysrsquo bodies also maturing towards pubertymdashincreased muscle mass and increased bone density

Growth spurtsmdashincreased rate of increase in height Physically activemdashplay at home and at school At schoolmdashlearning

Meet needs by Eating more SHINE and GROW foods to provide vitamins and minerals to store in

preparation for menstruation Eating more GROW foods to help the body meet new growth needs boysrsquo muscle and bone

growth and growth spurts

Treating illnesses promptly and completing all medicines prescribed Ensuring clean boiled water consumed in the home

Using a pit latrine do not ease yourself in the open or in the yard of the house


Changes occurring in adolescent girl Puberty Menstruationmdashmonthly loss of bloodmdashleads to low iron stores

(iron is a mineral found in SHINE and GROW foods eg green

leafy vegetables and red meats) Bone maturation and strengthening

Growth spurtgain in height Increased activitymdashresponsibilities in the homemdashchores such as


Playing with peers at school

Walking to and from school Meet needs by Promote appropriate growth by Increasing the food intake Encouraging eating SHINE and GROW foods to build up blood supply that she loses with

menstruation Encouraging eating SHINE and GROW foods to build up her bone strength Providing iron and folate supplements from the clinic where necessary (if girl is tired and

found to be anaemicmdashhaving weak blood) Avoiding fatty and sweet foods Avoiding intake of coffeetea with meals Encouraging good hygiene practices Preventing and seeking early treatment of infections Encouraging use of Insecticide-treated nets (ITNs) Encouraging parents to give girls and boys equal access to educationmdashundernutrition

decreases when girlswomen receive more education Delaying first pregnancy until at least 18 years of age Encouraging families to delay marriage for young girls Encouraging support of teenage boys to teenage girlssisters to help meet their nutritional


Changes occurring in adolescent boys Increased muscle mass Increased bone strength Growth spurtmdashgain in height Increased activitymdashsporting activities in schoolcommunity


Playing with peers at school Walking to and from school

Meet needs by

Increasing protein intake (GROW foods) Increasing energy intake (MOVE foods) Increasing calcium and magnesium intake (GROW foods) Encouraging families to delay marriage for young girls Encouraging parents to give girls and boys equal access to educationmdashundernutrition


Adult woman needs

Body changes

Menstruation Pregnancy

Childbirth

Breastfeeding

Bone loss

Meet needs by

Eating MOVE GROW and SHINE foods

Preventing and seeking early treatment of infections

Encouraging good hygiene practices

Giving ironfolate supplementation


Increasing the food intake of women during pregnancy eat one extra meal or ldquosnackrdquo (food between meals) each day

During breastfeeding eating two extra meals or ldquosnacksrdquo each day Encouraging consumption of MOVE GROW and SHINE foods All foods are safe to eat

during pregnancy and while breastfeeding Giving ironfolate supplementation (or other recommended supplements for pregnant


Giving vitamin A to the mother within six weeks after birth

Preventing and seeking early treatment of infections o Completing anti-tetanus immunizations for pregnant women (five injections in total) o Using of ITNs o De-worming and giving antimalarial drugs to pregnant women between four and six

months of pregnancy o Encouraging good hygiene practices

STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information

Obtaining new skills

and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the

practice with support

Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new

practice but I am still

not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit

because I believe the

change is positive

Yes I can

do it

Chan

ge

Agen

t I will facilitate an


person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information

I will recognize and

celebrate the success

of a positive change

in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S

BCC (these are the terms to be cut out


2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC

C (these are the terms to be cut out for use in the group work)

6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)

bullStories told to the children should focus on childrenrsquos

expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB

CC (these are the terms to be cut out for use in the group

work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12

Constructing a Tippy Tap Materials Required 1 clean empty 1-litre bottle with a bottle top

Set of matches

3 lengths of string 30 cm each

Clean nail (only the facilitator should handle this)

Clean needle

Bar soap

1 extra bottle (optional)

1 small net bag (optional)

Bottom end of a small plastic bottle

Instructions 1 Mark the clean 1-litre bottle 2 cm from the bottom of the bottle 2 Light a match and heat up the needle tip 3 Use the heated needle tip to make a small hole at the mark on the bottle 4 Light another match and heat up the nail tip 5 Make the first small hole wider using the head of the heated nail by inserting the nail in the


place of the handwashing point The bottle should be secured by the string and hanging from the wall or post so that it is accessible to people washing their hands and not resting on the ground If the bottle is hanging loose and may spin be sure to put a mark on the side of the bottle where the hole of the tap is to guide the users of the tippy tap

8 Alternatively tie the bottle to a wall or a post with the hole facing outward for ease of use 9 Fill the bottle with water and tightly close the bottle with the bottle top Water should not



11 Soap option 2 Alternatively you can place pieces of the bar of soap (or even use soap powder) inside a different bottle Using the heated nail make a hole in the bottle top Add some water to the bottle and shake to dissolve the soap to make liquid soap Secure the bottle top and tie one end of the string round the neck of the soap bottle and the other end of the string to the place of the handwashing point The soap bottle should be secured by the string and hanging from the wall or post so that it is accessible to people washing their hands and not resting on the ground The liquid soap can be poured into a personrsquos hand through the hole in the bottle top

12 Soap option 3 Pierce the bottom of a small bottle that has been cut off a small bottle to use a soap dish

13 Your tippy tap is ready for use 14 Open the bottle top slightly until water flows out of the hole in the bottom of the bottle To


up

HIVmdashDrug Effects and Actions to Take HIVDrug Effects Actions to Take

Bone strength and development can be negatively affected



Fever

Decreased appetite

Lactose intolerance

Fat and cholesterol storage may be increased in the body

References List CORE Group 2013 Designing13 for Behavior13 Change Curriculum Washington DC CORE Group andUSAID

Government of Nigeria13 2012 The Community Infant and Young Child Feeding13 (C-shy‐IYCF)13 Counselling13 Package Abuja Government of Nigeria13

Population Council 2014 Nutrition13 Education Curriculum for13 the Adolescent13 Girls EmpowermentNew York13 NY13 Population Council13

SPRINGBangladesh13 2014 Community Workerrsquos13 Training13 Guide on Essential13 Nutrition13 ActionsEssential13 Hygiene Actions and Homestead13 Food Production Arlington VA USAIDStrengtheningPartnerships Results and Innovations in Nutrition13 Globally (SPRING)13 Project

SPRINGBangladesh13 2014 Community Workers13 Handbook on Essential13 Nutrition13 Actions Essential13 Hygiene Actions and Homestead13 Food Production Arlington VA USAIDStrengtheningPartnerships Results and Innovations in Nutrition13 Globally (SPRING)13 Project

University of California Cooperative Extension ND13 Go Grow Glow A Nutrition13 Curriculum forPreschoolers Yuba City CA University of California Cooperative Extension

USAID Ghana Behaviour Change Support (BCS) Project ND13 Grow Glow Go Healthy13 Child Feeding13 for GoodLife Flip Chart Baltimore MD Johns Hopkins Bloomberg School of Public Health Centerfor Communication Programs


SPRING

JSI Research amp Training Institute Inc 1616 Fort Myer Drive 16th Floor Arlington VA 22209 USA Tel 703-528-7474 Fax 703-528-7480 Email infospring-nutritionorg Web wwwspring-nutritionorg

About SPRING The Strengthening Partnerships Results and Innovations in Nutrition Globally (SPRING) project is a six-year USAID-funded cooperative agreement to strengthen global and country efforts to scale up high-impact nutrition practices and policies and improve maternal and child nutrition outcomes The project is managed by JSI Research amp Training Institute Inc with partners Helen Keller International The Manoff Group Save the Children and the International Food Policy Research Institute

Recommended Citation SPRING 2016 Nutrition and Hygiene for Orphans and Vulnerable Children in Nigeria A Training Guide for Community-Based Organisations Handouts and Job Aids Arlington VA Strengthening Partnerships Results and Innovations in Nutrition Globally (SPRING) project

Disclaimer This report is made possible by the generous support of the American people through the United States Agency for International Development (USAID) under the terms of the Cooperative Agreement AID-OAA-A-11-00031 SPRING) managed by JSI Research amp Training Institute Inc (JSI) The contents are the responsibility of JSI and do not necessarily reflect the views of USAID or the US Government

SPRING JSI Research amp Training Institute Inc 1616 Fort Myer Drive 16th Floor Arlington VA 22209 USA Phone 703-528-7474 Fax 703-528-7480 Email infospring-nutritionorg Internet wwwspring-nutritionorg

Cover photos SPRINGNigeria










Contents

Name Thumbnail

Nutrition












Meet needs by
















menstruation













Meet needs by



Adult woman needs

Body changes

x Menstruation

x Pregnancy

x Childbirth

x Breastfeeding











months of pregnancy






(Knowing)



is a problem


looking fo r more

information



Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


success

Person Changing

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives


I am trying the new


the outcome

I can succeed with

support and


community


until the change


change is positive

Yes I can

do it




person to identify



I will facilitate a

discussion on the


I will continue to




problem


and provide them



to overcome the





encourage

permanent change

reinforcement and

support that are

needed for change

to be permanent

change to provide



in behavior

Name Thumbnail






x Trusting












attention


ChallengesAge range























with Children



work)




adult thinking












Growing Child






Faecal OralRoute

HandwashingTimes

HandwashingSteps

Latrine

WettingHands

Soaping Hands

Lathering13 Hands

ScrubbingFingers


Rinsing Hands

Boy EatingFood





x Set of matches



x Clean needle

x Bar soap




















up


Anaemia

Move FoodCards

Grow FoodCards

Shine13 FoodCards




to Take

negatively affected



Fever

Decreased appetite

Lactose intolerance





Meet needs by





menstruation cycle























Meet needs by



Adult woman needs

Body changes


Childbirth

Breastfeeding

Bone loss

Meet needs by













STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING











Contents

Name Thumbnail

Nutrition












Meet needs by
















menstruation













Meet needs by



Adult woman needs

Body changes

x Menstruation

x Pregnancy

x Childbirth

x Breastfeeding











months of pregnancy






(Knowing)



is a problem


looking fo r more

information



Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


success

Person Changing

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives


I am trying the new


the outcome

I can succeed with

support and


community


until the change


change is positive

Yes I can

do it




person to identify



I will facilitate a

discussion on the


I will continue to




problem


and provide them



to overcome the





encourage

permanent change

reinforcement and

support that are

needed for change

to be permanent

change to provide



in behavior

Name Thumbnail






x Trusting












attention


ChallengesAge range























with Children



work)




adult thinking












Growing Child






Faecal OralRoute

HandwashingTimes

HandwashingSteps

Latrine

WettingHands

Soaping Hands

Lathering13 Hands

ScrubbingFingers


Rinsing Hands

Boy EatingFood





x Set of matches



x Clean needle

x Bar soap




















up


Anaemia

Move FoodCards

Grow FoodCards

Shine13 FoodCards




to Take

negatively affected



Fever

Decreased appetite

Lactose intolerance





Meet needs by





menstruation cycle























Meet needs by



Adult woman needs

Body changes


Childbirth

Breastfeeding

Bone loss

Meet needs by













STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING





Faecal OralRoute

HandwashingTimes

HandwashingSteps

Latrine

WettingHands

Soaping Hands

Lathering13 Hands

ScrubbingFingers


Rinsing Hands

Boy EatingFood





x Set of matches



x Clean needle

x Bar soap




















up


Anaemia

Move FoodCards

Grow FoodCards

Shine13 FoodCards




to Take

negatively affected



Fever

Decreased appetite

Lactose intolerance





Meet needs by





menstruation cycle























Meet needs by



Adult woman needs

Body changes


Childbirth

Breastfeeding

Bone loss

Meet needs by













STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

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hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

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reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

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sitiv

e pa

rent

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ld re

latio

nshi

ps a

dult-

child

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latio

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at fo

ster

the

child

rsquos c

ontin

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lear

ning

and

de

velo

pmen

t tow

ards

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lthoo

d

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e

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e

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e

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e

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e Fo

ods

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Foods

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e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING






x Set of matches



x Clean needle

x Bar soap




















up


Anaemia

Move FoodCards

Grow FoodCards

Shine13 FoodCards




to Take

negatively affected



Fever

Decreased appetite

Lactose intolerance





Meet needs by





menstruation cycle























Meet needs by



Adult woman needs

Body changes


Childbirth

Breastfeeding

Bone loss

Meet needs by













STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING




Meet needs by





menstruation cycle























Meet needs by



Adult woman needs

Body changes


Childbirth

Breastfeeding

Bone loss

Meet needs by













STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING










Meet needs by



Adult woman needs

Body changes


Childbirth

Breastfeeding

Bone loss

Meet needs by













STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Childbirth

Breastfeeding

Bone loss

Meet needs by













STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


STAG

ES O

F BE

HAVI

OR

CHAN

GE

Mai

nten

ance

(S

usta

inin

g th

e be

havi

or)

Actio

n (A

dopt

ion)

Pr

epar

atio

n (M

otiv

atio

n)

Awar

enes

s (K

now

ing)

Pre-

Awar

e-ne

ss

(Not

kno

win

g)

Stag

es

Not knowing there

is a problem

Knowing there is a

problem and

looking for more

information


and access to


Trying out the

new practice

Reflecting on and

reinforcing the new

practice

Continuing the


Celebrating your

success

Pers

on

Chan

ging

I do not see a

p roblem

There might be a

problem but I need

more information

and alternatives

I am ready to try

something new but

there are obstacles

I am trying the new


not 100 certain of

the outcome

I can succeed with

support and

encouragement

from my family and

community


until the change

becomes a habit


change is positive

Yes I can

do it

Chan

ge

Agen



person identify the

problem



person to identify

alternatives for

solving the problem

and provide them

with additional

information




to overcome the


access to resources

I will facilitate a

discussion on the



the consequences of

not using it to

encourage

permanent change

I will continue to

pr o v i de t he

reinforcement and

support that are

needed for change

to be permanent

I will monitor the

change to provide

the needed support

and information




in behavior

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Ch

alle

nges

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith

child

ren

in S



2-5

Cu

rious

and

ope

n to

lear

ning

Lear

n by

pla

ying

doi

ng

imita

tion

and

repe

titio

n

Trus

ting

Ex

cite

d by

new

exp

erie

nces

Ch

ildre

n in

this

age

grou

p

belie

ve w

hat t

hey

see

dire

ctly

Child

ren

in th

is ag

e gr

oup

tran

slate

wha

t the

y se

e to

thei

r ow

n da

ily e

xper

ienc

es

N

ot a

ble

to u

nder

stan

d pr

eten

se

Ha

ve a

lim

ited

use

of w

ords

Diffi

culty

exp

ress

ing

thei

r fe

elin

gs f

ears

and

exc

item

ent

At

tent

ion

shor

t

bull U

se lo

ving

tone

s and

sim

ple

lang

uage

bull

Show

the

child

ren

an a

ttitu

de o

f cur

iosit

y bull

Be p

layf

ul a

nd p

ortr

ay le

arni

ng th

roug

h pl

ay

bull Gi

ve c

hild

ren

simpl

e ch

oice

s bull

Use

eve

ry d

ay e

xper

ienc

es s

torie

s of o

ther

ch

ildre

n fa

mili

es a

nim

als a

nd ty

pica

l dai

ly

activ

ities

and

rout

ines

bull

Use

repe

titio

n an

d m

usic

bull

Use

a v

arie

ty o

f exa

mpl

es b

ut d

o no

t mak

e ch

ange

s too

qui

ckly

bull

Ask

simpl

e qu

estio

ns

bull En

cour

age

child

ren

to ta

lk

bull Ke

ep se

ssio

ns sh

ort t

o ke

ep th

e ch

ildre

nrsquos

atte

ntio

n

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SBC


6-11

Child

ren

unde

rsta

nd

caus

e an

d ef

fect

s bet

ter

in th

is ag

e gr

oup

At

tent

ion

span

gro

win

g

Mor

e w

ords

in

voca

bula

ry a

nd b

ette

r ab

le to

exp

ress

th

emse

lves

Frie

ndsh

ips g

row

ing

M

ore

able

to c

ontr

ol th

eir f

eelin

gs

Ca

n st

ill g

et u

pset

Can

still

be

easil

y di

stra

cted

The

child

ren

can

be b

ored

eas

ily if

th

ey d

onrsquot

see

the

conn

ectio

n of

th

e ne

w to

pic

to th

eir o

wn

situa

tion

O

pini

ons o

f the

ir fr

iend

s may

lim

it th

eir p

artic

ipat

ion

in th

e gr

oup

U

se lo

ving

and

pat

ient

tone

s

Show

tha

t exp

erie

nces

of l

earn

ing

and

achi

evem

ents

in sc

hool

ar

e an

opp

ortu

nity

to d

evel

op n

ew i

nter

estin

g sk

ills a

nd

tale

nts

Sh

ow th

e ch

ildre

n ho

w to

dem

onst

rate

soci

ally

pos

itive

act

ion

such

as k

indn

ess

conf

lict r

esol

utio

n an

d ca

ring

abou

t oth

ers

As

the

adul

t kee

p yo

ur p

erso

nal a

nd m

oral

stan

dard

s hig

h to

sh

ow th

e ch

ildre

n st

rong

pos

itive

adu

lt ro

le m

odel

s

Give

the

child

ren

exam

ples

of

child

ren

mak

ing

a di

ffere

nce

in

thei

r ow

n an

d ot

herrsquos

live

s ev

en in

diff

icul

t situ

atio

ns (r

ealis

tic

hero

ines

and

her

oes)

Pres

ent s

torie

s abo

ut fr

iend

ship

loy

alty

and

ldquodoi

ng th

e rig

ht

thin

grdquo

Pr

esen

t lon

ger a

nd m

ore

dram

atic

stor

ies (

vary

ing

in d

urat

ion

betw

een

30 a

nd 4

5 m

inut

es)


expe

rienc

es a

nd c

hara

cter

s

Use

exa

mpl

es th

at a

re fu

nny

to se

e an

d he

ar to

hel

p bu

ild th

e le

arni

ng e

xper

ienc

e (e

g

brai

n te

aser

s ri

ddle

s to

ngue

tw

ister

s e

tc)

In

clud

e in

tera

ctiv

e pr

oble

m-s

olvi

ng a

nd c

ritic

al th

inki

ng

Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Adv

anta

ges

and

Chal

leng

es a

nd P

ract

ical

App

roac

hes

whe

n W

orki

ng w

ith

Child

ren

Age

rang

e Ad

vant

ages

Li

mita

tions

Pr

actic

al a

ppro

ache

s to

use

whe

n w

orki

ng w

ith ch

ildre

n in

SB


work)

12-1

7

Abst

ract

thin

king

bet

ter d

evel

oped

be

tter

abl

e to

dist

ingu

ish th

e re

al

from

the

unre

al

St

artin

g to

pla

n fo

r fut

ure

M

ore

influ

ence

d by

pee

rs

In

crea

singl

y in

depe

nden

t m

ore

adul

t thi

nkin

g

M

ore

influ

ence

d by

pee

rs

M

ore

self-

awar

e

Beha

viou

r may

con

trad

ict

held

bel

iefs

U

se lo

ving

tone

s

Talk

resp

ectf

ully

and

do

not ldquo

talk

dow

nrdquo

Pr

esen

t exa

mpl

es o

f pos

itive

age

-gro

up b

ehav

iour

s and

ot

her a

dole

scen

ts w

ho a

re re

silie

nt a

nd p

ositi

ve

Pr

esen

t a v

arie

ty o

f poi

nts o

f vie

w o

pini

ons a

nd

pers

pect

ives

to h

elp

with

ana

lytic

al a

nd d

ebat

ing

skill

s

Port

ray

gend

er-p

ositi

ve ro

les i

n ad

oles

cent

s and

adu

lts

In

add

ition

to th

e tr

aini

ng m

ater

ials

add

in m

ater

ials

that

us

e pi

ctur

es a

nd im

ages

and

not

full

of te

xt

Ta

lk a

bout

issu

es o

f con

cern

to th

eir p

artic

ular

age

gro

up

(sub

stan

ce a

buse

unp

rote

cted

sex

vio

lenc

e ro

man

tic

rela

tions

hips

bul

lyin

g an

d di

scrim

inat

ion

frie

ndsh

ips)

Port

ray

char

acte

rs w

ho a

re c

onfid

ent a

nd e

xcite

d ab

out

thei

r situ

atio

ns a

nd li

ves

thi

s is v

ery

usef

ul fo

r chi

ldre

n fr

om d

isadv

anta

ge c

ircum

stan

ces

gro

ups a

nd m

inor

ity

lang

uage

gro

ups

for

girl

s a

nd c

hild

ren

with

disa

bilit

ies

U

se a

lot o

f hum

our a

nd c

reat

ivity

Whi

le p

rese

ntin

g gr

owin

g in

depe

nden

ce c

ontin

ue to

po

rtra

y po

sitiv

e pa

rent

-chi

ld re

latio

nshi

ps a

dult-

child

re

latio

nshi

ps th

at fo

ster

the

child

rsquos c

ontin

ued

lear

ning

and

de

velo

pmen

t tow

ards

adu

lthoo

d

Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Grow

Shin

e

Mov

e

Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Grow

Shin

e

Mov

e

Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Mov

e Fo

ods

Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Grow

Foods

Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


Shin

e Fo

ods

1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


1 4 7

2 5 8

3 6 9

12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING


12


Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING



Set of matches



Clean needle

Bar soap














up





Fever

Decreased appetite

Lactose intolerance










SPRING





up





Fever

Decreased appetite

Lactose intolerance










SPRING






Fever

Decreased appetite

Lactose intolerance










SPRING










SPRING


Nutrition and Hygiene for Orphans and Vulnerable Children ... · communities of Tunga Ashere, Jiwa,...

Documents

Transcript of Nutrition and Hygiene for Orphans and Vulnerable Children ... · communities of Tunga Ashere, Jiwa,...