PDHearth Manual

Positive Deviance/Hearth:
AR
esource Guide for Sustainably
Resource
R ehabilitating Malnourished Children
Positive Deviance /Hearth
Positive Deviance/Hearth is a successful home-based

& neighborhood-based nutrition program for children who are at
risk for malnutrition in developing countries. It has enabled
hundreds of communities to reduce their levels of childhood
malnutrition and to prevent malnutrition years after the programs
completion.
The positive deviance approach is used to find
uncommon, beneficial practices by mothers or caretakers of
well-nourished children from impoverished families. Once
identified, ways are sought to spread these practices and
behaviours to others in the community with malnourished
children.
A Hearth is the setting of the nutrition education and
rehabilitation part of the program. Suggesting a family around a
fireplace or kitchen, Hearths are carried out in home settings
where caretakers and volunteers prepare positive deviant
foods. They practice beneficial childcare behaviors and feed
malnourished children with extra energy-rich/calorie-dense
supplemental meals.
Sprinkled with helpful field examples, useful tools and ideas, this guide
explains step by step how to:
identify at-risk children

conduct a Positive Deviance Inquiry
conduct Hearth sessions and
set up a monitoring and evaluation system
CORE Incorporated
220 I Street, NE Suite 270
Washington DC 20002 (USA)
telephone (202) 608-1830 / fax (202) 543-0121
www.coregroup.org
A R esource Guide
for Sustainably R ehabilitating
Malnourished Children
Child Survival Collaborations and Resources Group
Nutrition Working Group
February 2003
The CORE Group
he Child Survival Collaborations and Resources Group (The CORE

Group) is a membership association of more than 35 U.S. Private
Voluntary Organizations that work together to promote and improve primary
health care programs for women and children and the communities in which
they live. The CORE Groups mission is to strengthen local capacity on a
global scale to measurably improve the health and well being of children
and women in developing countries through collaborative NGO action and
learning. Collectively, its member organizations work in over 140 countries,
supporting health and development programs.
This publication was made possible by support through the
Office of Private and Voluntary Cooperation of the United States
Agency for International Development (USAID) under
cooperative agreement FAO-A-00-98-00030. This publication
does not necessarily represent the views or opinion of USAID.
It may be reproduced if credit is properly given.
Recommended Citation
utrition Working Group, Child Survival Collaborations and Resources

Group (CORE), Positive Deviance / Hearth: A Resource Guide for
Sustainably Rehabilitating Malnourished Children, Washington, D.C:
December 2002.
Abstract
PD/HEARTH
A HOME &
NEIGHBORHOODBASED
PROGRAM
Positive Deviance/Hearth Nutrition Program is a home-based and

neighborhood-based nutrition program for children who are at risk
for protein-energy malnutrition in developing countries. The program
uses the positive deviance approach to identify those behaviors
practiced by the mothers or caretakers of well-nourished children from
poor families and to transfer such positive practices to others in the
community with malnourished children. The Hearth or home is the
location for the nutrition education and rehabilitation sessions. This
resource guide explains in detail how to identify at-risk children, conduct
a Positive Deviance Inquiry to identify positive practices, conduct Hearth
sessions, and set up a monitoring and evaluation system. Specific field
examples and useful tools are provided.
ii / CORE Group / Citation / Abstract
ACKNOWLEDGMENTS
Many people contributed to the final version of this resource guide writing
chapters, providing cases, sharing experiences, reorganizing material and
steps, and editing the document to make it user-friendly for field staff. This
final product is a work of many committed individuals who found value in the
Positive Deviance/Hearth approach and wanted to share their learning with
others. We want to thank the many CORE members and partners who have
shared insights on PD/Hearth through various meetings and e-mails over the
past two years. While we cannot name everyone involved, we want to highlight
a few of the key individuals who contributed significant amounts of their
time.
onna Sillan was hired by CORE as the lead writer of the first draft of the
resource guide. She traveled to Myanmar to work with Monique and
Jerry Sternin and learn about their PD/Hearth work in Vietnam, Egypt,
Myanmar and other countries. She built on this experience and her own work
designing PD/Hearth programs for CORE members around the world to
compile in-depth information and cases on PD/Hearth. She incorporated
materials from the following sources: the original PD/Hearth field guide:
Field Guide: Designing a Community-Based Nutrition Program Using the
Hearth Model and the Positive Deviance Approach (1); the Masters thesis
of Melissa Cribben, that field tested the original guide in Bolivia (2); Positive
Deviance in Child Nutrition: A Field Manual for Use in West Africa (3); a
national Hearth workshop in Guinea held in February 2000 by Africare; a
Hearth Technical Advisory Group Meeting held in April 2000 by CORE and
BASICS II; and a Positive Deviance Approach workshop held in November
2000 in Mali by Save the Children and BASICS. The contributions from
these different sources are too extensive to reference individually in the text.
Monique and Jerry Sternin elaborated the Positive Deviance approach and
demonstrated its incredible power by setting up Save the Childrens Nutrition
Education and Rehabilitation Program in Vietnam. They started small and
brought it to scale with an approach they named living university and
scientifically documented its success. Monique reviewed several drafts and
provided invaluable information based on her extensive experience.
Drs. Gretchen and Warren Berggren set up and wrote about the original
Hearths (nutrition demonstration foyers) in the 60s in Haiti and are still
contributing to the refinement and lessons learned of the Hearth approach
while mentoring others in its use. Gretchen Berggren reviewed several drafts
of the manual and both Gretchen and Warren provided excellent technical
guidance.
Positive Deviance/Hearth Manual / iii
This final product is a

work of many committed
individuals who found
value in the PD/Hearth
approach and wanted to
share their learning with
others.
Dr. David Marsh wrote the chapter on Monitoring and Evaluation and
contributed many of the case studies based on work by Save the Children.
Davids hard work to document the success of the approach through operations
research activities in several countries has significantly contributed to the uptake
of both Positive Deviance and Hearth.
Adventist Development and Relief Agency (ADRA), Africare, CARE,
Christian Childrens Fund, Mercy Corps, Save the Children, World Relief,
World Vision, and others implemented PD/Hearth in different communities
around the world. The hard work of communities, Hearth volunteers and field
staff made the lessons learned, cases, and exercises presented here possible.
Olga Wollinka initiated the development of this document and provided
valuable insight based on her World Relief experience with PD/Hearth.
Lynette Walker solicited feedback from a team of reviewers and reorganized
and wrote the final version of the manual.
Additional reviewers provided extensive input on several drafts: Judiann
McNulty (Mercy Corps), Karen LeBan (CORE), Caroline Tanner (FANTA),
Valerie Flax (consultant), Hannah Gilk (Pearl S. Buck Foundation), Judy
Gillens (FOCAS), and Karla Pearcy (consultant).
Several copyeditors contributed to the document at its various stages: Alicia
Oliver, Lucia Tiffany, Justine Landegger and Robin Steinwand.
Regina Doyle designed the layout, graphic design, and illustrations.
Our appreciation to the

many individuals &
organizations who were
not mentioned but who
have contributed
immensely to the development of Positive Deviance/Hearth.
In addition to those persons mentioned, we want to express our appreciation

and gratitude to the many individuals and organizations who were not mentioned
but who have contributed immensely to the development of PD/Hearth
programs around the world. Thank you.
With the hope that we are able to bring the practices of these extraordinary
positive deviants into the norm, and learn to practice their good child caring,
feeding, and health-seeking behaviors, we present to you, the implementers,
this resource guide to the PD/Hearth approach.
Sincerely,
Judiann McNulty, Co-Chair

The Nutrition Working Group
Child Survival Collaborations and Resources (CORE) Group
Karen LeBan, Executive Director

Child Survival Collaborations and Resources (CORE) Group
iv / Acknowledgements
TABLE of CONTENTS
ACKNOWLEDGMENTS .................................................................. iii
OVERVIEW OF POSITIVE DEVIANCE / HEARTH ........................... 1
How to Use This Guide .................................................................................1
What is PD/Hearth? .......................................................................................1
Advantages of PD/Hearth vs. Traditional Approaches ................................. 6
Why is Malnutrition a Problem? ..................................................................10
Key Steps in the PD/Hearth Approach ........................................................12
Definitions ....................................................................................................14
OVERVIEW
CHAPTER ONE: Step 1 - Determine if PD/Hearth is for You ...... 17

A. General Conditions..................................................................................17
B. Community Commitment .......................................................................20
C. Implementing Agency Commitment .......................................................17
STEP 1
CHAPTER TWO: Step 2 - Mobilize, Select & Train .................... 27

A. Mobilize the Community .........................................................................27
B. Training Development Process ................................................................30
Sample Job Descriptions .............................................................................. 39
Exercises Adapted for Hearth ......................................................................42
Sample Training Outline for Volunteers .......................................................53
STEP 2
CHAPTER THREE: Step 3 - Prepare for Positive Deviance Inquiry 57

A. Determine Target Age Group.................................................................. 58
B. Conduct a Nutrition Baseline Assessment ..............................................58
C. Conduct a Situational Analysis ................................................................62
D. Conduct a Wealth Ranking Survey.......................................................... 65
E. Meet with the Community ....................................................................... 66
F. Identify Positive Deviants .......................................................................68
G. Train and Prepare the PDI Team .............................................................69
Information Gathering Methods ..................................................................70
Nutrition Baseline Assessment .....................................................................76
CHAPTER FOUR: Step 4 - Conduct Positive Deviance Inquiry ..85
A. Plan PDI Logistics...................................................................................86
B. Conduct Home Visits .............................................................................. 89
C. Compile the Findings...............................................................................89
D. Share Results with the Community .........................................................93
Questions and Answers ................................................................................94
Applying PDI Approach to Other Issues .....................................................97
Observation Checklist for PDI .....................................................................99
Sample Semi-Structured Interview ............................................................101
Family Home Visit Findings Report Format ..............................................104
PDI Analysis from Different Countries ...................................................... 106
Positive Deviance/Hearth Manual / v
STEP 3
STEP 4
STEP 5
STEPS 6-8
STEP 9
CHAPTER FIVE: Step 5 - Design Hearth Session ..................... 113

A. Schedule Hearth Sessions ..................................................................... 114
B. Plan Hearth Session Menus ................................................................... 114
C. Design Health Education Messages ...................................................... 119
D. Choose Site for Hearth Sessions ........................................................... 124
E. Design Protocols for the Hearth Sessions ............................................. 124
F. Create a One-Year Plan of Activities .....................................................127
Questions and Answers .............................................................................. 127
Additional Micronutrient Information........................................................ 130
Hearth Registration Form .......................................................................... 133
Protocol for Early Identification of At Risk Malnourished Children ...... 134
CHAPTER SIX: Steps 6 to 8 - Conduct, Support, Repeat .......... 135
Step 6 - Conduct the Hearth Sessions ......................................................135
A. Collect Materials and Set-up the Daily Hearth Sessions ....................... 136
B. Greet / Register Caregivers / Children & Collect PD Foods .................136
C. Lead the Hearth Sessions ...................................................................... 137
D. Supervise Hearth Activities ...................................................................140
Step 7 - Support New Behaviors............................................................... 141
Step 8 - Repeat Hearth Sessions as Needed .............................................142
Questions and Answers .............................................................................. 143
Supervisory Checklist for Observing Hearth Session ................................146
Caregiver Interview Guide ......................................................................... 147
Supervisor Feedback and Trouble-Shooting Guide ...................................148
CHAPTER SEVEN: Step 9 - Expand PD/Hearth Programs ....... 149
Approach to Scaling Up............................................................................. 149
A. Develop a Small Successful Model ....................................................... 150
B. Work out an Expanded Successful Model .............................................150
C. Expand the PDI/Hearth Approach to the District Level ....................... 151
D. Create a Living University .................................................................151
E. Support New Graduates to Return Home, Begin Replication ..............152
Succeeding at Expansion ...........................................................................152
Sustainability .............................................................................................. 154
CHAPTER EIGHT: Monitoring and Evaluation ......................... 157
A. Selecting Project Results ....................................................................... 158
B. Monitoring ............................................................................................ 159
C. Evaluation ............................................................................................. 168
Results from the Field ................................................................................ 171
Sample Monitoring and Evaluation Forms ................................................ 176
RESOURCES ................................................................................ 185
REFERENCES .............................................................................. 189
vi / Table of Contents
OVERVIEW of POSITIVE
DEVIANCE / HEAR
TH
HEARTH
Who Should Read this Guide?
his resource guide is designed for program managers interested in

mobilizing communities to sustainably rehabilitate malnourished children.
How to Use this Guide
hapter One will help you decide if Positive Deviance/Hearth is the right
approach for your community. Subsequent chapters contain useful
exercises, tips and lessons learned by non-governmental organizations
successfully implementing PD/Hearth around the world. Practical information
and materials guide you through a series of steps to implement an effective
Positive Deviance (PD)/Hearth program. We recommend that you read the
entire guide before starting implementation, as a thorough understanding of
the process will simplify your program planning.
Remember that local adaptation is a must. Include the essential elements

listed in this chapter and then be creative and experiment. There are a multitude
of variations that can be made to adapt the approach for your project. Each
individual project design is dependent on available resources and the process of
combining them. As you carry out your own PD/Hearth program, you will learn
many lessons from your particular experience. Document your experience to
share around the global Hearth. The global Hearth is fueled and kept warm by
people such as you, who are looking for workable solutions to the problem of
malnutrition.
We recommend that you

read the entire guide
before starting
implementation, as a
thorough understanding
of the process will
simplify your program
planning.
PD/Hearth is a
successful approach to
decrease malnutrition: it
What is PD/Hearth?
has enabled hundreds of
communities to reduce
D/Hearth is a successful approach to decrease malnutrition. The
current levels of
Positive Deviance/Hearth approach has enabled hundreds of communities
to reduce current levels of childhood malnutrition and to prevent malnutrition childhood malnutrition
and to prevent
years after the programs completion.
malnutrition years after
the programs
completion.
Positive Deviance/Hearth Manual / 1
Goals of a PD/Hearth Program

1. To quickly rehabilitate malnourished children
identified in the community;
2. To enable families to sustain the rehabilitation of
these children at home on their own; and
3. To prevent future malnutrition among all children
born in the community by changing community norms in
childcare, feeding and health-seeking practices.
PD/Hearth combines two approaches proven to successfully reduce child

malnutrition and promote the normal development of the child at the community
level.
The PD/Hearth process

taps into local wisdom
for successfully treating
and preventing
malnutrition and
spreads that wisdom
throughout the
community.
The Positive Deviance Approach

Positive Deviance is based on the premise that some solutions to community
problems already exist within the community and just need to be discovered.
Because behaviors change slowly, most public health practitioners agree that
the solutions discovered within a community are more sustainable than those
brought into the community from the outside. The PD/Hearth process taps
into local wisdom for successfully treating and preventing malnutrition and
spreads that wisdom throughout the community.
Positive Deviance is a strength-based or asset-based approach based on
the belief that in every community there are certain individuals (Positive
Deviants) whose special, or uncommon, practices and behaviors enable them
to find better ways to prevent malnutrition than their neighbors who share the
same resources and face the same risks. Through a dynamic process called the
Positive Deviance Inquiry (PDI), program staff invites community members to
discover the unique practices that contribute to a better nutritional outcome in
the child. The program staff and community members then design an
intervention to enable families with malnourished children to learn and practice
these and other beneficial behaviors.
Positive Deviants all

demonstrate certain
behaviors and practices,
which have enabled
them to successfully
solve problems and
overcome formidable
barriers.
In every community, be it the inner cities of the United States, the slums of
Manila, Addis Ababa, Cairo, or impoverished rural villages in Myanmar or
Nicaragua, there are Positive Deviants. These Positive Deviants all demonstrate certain behaviors and practices, which have enabled them to successfully solve problems and overcome formidable barriers. The Positive Deviance approach has been used extensively in fighting malnutrition, but is also
being used in other areas such as maternal and newborn care and condom
use among high-risk groups.
2 / Overview of PD/Hearth
The Hearth Approach

In the Hearth approach, community volunteers and caregivers of malnourished
children practice new cooking, feeding, hygiene and caring behaviors shown
to be successful for rehabilitating malnourished children. The selected practices
come from both the findings of the Positive Deviance Inquiry and emphasis
behaviors highlighted by public health experts. Volunteers actively involve the
mother and child in rehabilitation and learning in a comfortable home situation
and work to enable the families to sustain the childs enhanced nutritional status
at home. The Hearth session consists of nutritional rehabilitation and education
over a twelve-day period followed by home visits to the caregivers by volunteers.
The Hearth approach promotes behavior change and empowers caregivers to
take responsibility for nutritional rehabilitation of their children using local
knowledge and resources. After two weeks of being fed additional high-calorie
foods, children become more energetic and their appetites increase. Visible
changes in the child, coupled with the learning by doing method, results in
improved caregiver confidence and skills in feeding, child care, hygiene and
health-seeking practices. Improved practices, regardless of mothers education
levels, enhance child growth and development. This approach successfully
reduces malnutrition in the target community by enabling community members
to discover the wisdom of Positive Deviant mothers and to practice this wisdom
in the daily Hearth sessions.
Positive Deviance/Hearth is an effective community mobilization tool,
galvanizing communities into action by involving different strata of the
community to work together to solve a problem and discover the solution
from within. It focuses on maximizing existing resources, skills and strategies
to overcome a problem and makes extensive use of participatory methodologies
and the Participatory Learning and Action process.
HEARTH
Hearth sessions
consist of
nutritional
rehabilitation &
education
Visible changes in the

child, coupled with the
learning by doing
method, results in
improved caregiver
confidence and skills in
feeding, child care, and
hygiene and healthseeking practices.
While PD/Hearth must be locally adapted and many of the implementation

steps are flexible, there are several essential elements that must be included in
order to maintain the effectiveness of the PD/Hearth approach.
Experience has shown that all effective programs:
Conduct a Positive Deviance Inquiry in every target

community using community members and staff
Utilize community women volunteers to conduct the Hearth
sessions and the follow-up home visits
Prior to Hearth sessions, de-worm all children and provide
needed micronutrients
Use growth monitoring/promotion to identify newly
malnourished children and monitor nutritional progress
Ensure that caregivers bring a daily contribution of food
and/or materials to the Hearth sessions
ESSENTIAL
ELEMENTS
Effective Positive
Deviance / Hearth
Programs
Design Hearth session menus based on locally available

and affordable foods
Have caregivers present and actively involved every day of
the Hearth session
Conduct the Hearth session for 10-12 days within a two
week period
Include follow-up visits at home for two weeks after the
Hearth session to ensure the average of 21 days of
practice needed to change a new behavior into a habit
Actively involve the community throughout the process
Beneficial Behaviors and Practices Promoted by PD/Hearth
The beneficial household practices at the core of the PD/Hearth program are
divided into three or four main categories: feeding, caring, hygiene and health
seeking.
Feeding practices: Good practices include feeding young children over
six months a variety of foods in small amounts throughout the day in addition
to breast milk, actively feeding, feeding during illness and recovery, and
managing children with poor appetites.
Caring practices: Positive interaction between a child and primary and
secondary caregivers fosters emotional and psychological development.
Positive practices include frequent verbal interaction with the child, giving
attention to the child and demonstrating affection, division of labor to
allow for proper supervision and childcare, and active participation of
fathers in childcare. These and other childcare practices are critical to
normal child development and are often overlooked.
Beneficial practices need

to be reviewed in the
cultural context of the
community in which the
PD/Hearth is
implemented.
Hygiene practices (sometimes included in caring practices): Body, food

and environmental hygiene play an important role in keeping a child healthy
and preventing diarrheal diseases and worm infection. One single hygienic
practice, washing hands with soap before eating and after defecating, has
become the focus of the World Health Organisations campaign to reduce
the incidence of diarrheal diseases.
Health-seeking practices: Besides providing the child with a full course
of immunizations before his/her first birthday, timely treatment of childhood
illnesses and timely seeking of professional help play an important role in
keeping the child healthy.
These practices need to be reviewed in the cultural context of the communities
in which the PD/Hearth is implemented. Program staff collaborate with local
partners to select the key priority behaviors in each community. Chapter 4
includes examples of beneficial practices discovered in different communities
through the PD/Hearth approach. It is also useful to look at the sixteen key
family practices adopted by WHO and UNICEF for Household and Community
Integrated Management of Childhood Illness (IMCI) to decrease the main causes
of child mortality and morbidity.
TABLE 0.1 KEY COMMUNITY IMCI FAMILY PRACTICES
Physical Grow th &

Mental Development
Breastfeed infant exclusively
for six months
Starting at about six months of
age, feed child freshly
prepared energy- and nutrientrich complementary foods,
while continuing to breastfeed
up to two years or longer
Ensure that child receives
adequate amounts of micronutrients (Vitamin A and iron,
in particular), either in diet
or through supplementation
Promote mental and social
development by responding to
childs needs for care through
talking, playing, and providing
a stimulating environment
Appropriate Home Care
Continue to feed and offer
more fluids, including breastmilk, to child when sick
Give sick child appropriate
home treatment for infections
Take appropriate actions to
prevent and manage child
injuries and accidents
Prevent child abuse and
neglect and take appropriate
action when it has occurred
Ensure that men actively
participate in providing childcare and are involved in the
reproductive health of the
family
Disease Prevention
Take child as scheduled to
complete the full course of
immunizations (BCG, DPT,
OPV, and measles) before the
first birthday
Dispose of feces, including
child feces, safely; wash hands
after defecation, before
preparing meals, and before
feeding
Protect child in malariaendemic areas by ensuring
sleep under insecticide-treated
bednet
Adopt and sustain appropriate
behaviors regarding prevention
and care for HIV/AIDS affected
people, including orphans
Seeking Care
Recognize when sick child
needs treatment outside the
home and seek care from
appropriate providers
Follow the health workers
advice about treatment, followup, and referral
Ensure that every pregnant
woman has adequate antenatal
care including at least four
antenatal visits with an
appropriate health care
provider, Tetanus Toxoid
vaccination and support from
family and community in
seeking care at the time of
delivery and during the postpartum and lactation period
Sixteen key family

practices significantly
reduce child illness and
mortality.
Source: Presented at The

International Workshop on
Improving Childrens Health
and Nutrition in Communities,
Durban, June 20-23, 2000 (1)
PD/Hearth vs. Traditional Nutrition Programs
raditional nutrition interventions include growth monitoring, counseling

and the provision of supplemental foods and micronutrients, such as
Vitamin A.
Growth monitoring, an important component of any nutrition intervention
serves a number of functions. While its primary purpose is to identify
malnourished children, it can also enable caregivers to monitor their childs
growth, encourage those with healthy children to maintain their childrens health
and identify children with underlying diseases and refer them for treatment. It
is also used to monitor a target groups nutritional status over time and to
provide a quantitative impact measuring tool, as well as a sustained impact
measuring tool.
For at least the past two decades, local health workers have mobilized millions
of villages to regularly weigh their children in an effort to address malnutrition.
Salter scales, market scales and bathroom scales throughout the developing
world have been used to monitor the weights of children under five years old.
National ministries of health have produced Growth Monitoring Cards on which
the weights of children are plotted.
But what happens after the weighing? Has the growth of individual children
improved? Has the nutritional status of children in the community improved?
Does weighing itself improve nutritional status? Often, when monthly growth
data for all children in a community is tabulated and trends are reviewed over
a year, it becomes clear that the growth monitoring sessions have produced
little change in nutritional status. As one prominent public health doctor
exclaims, we are literally weighing children to death. (2) Plotting a falling
growth curve of a child whose weight eventually falls in the severely
malnourished zone, often leaves a volunteer health worker unfazed. Pleased
that she was able to plot the weight correctly, she misses the important next
step interpreting the meaning of the weight change. Child growth is a
dynamic process. A focus on achieving adequate weight gain each month
shifts attention to those children with a current problem. A childs failure to
gain weight is often the first sign of an underlying problem.
In traditional programs
that rely on external
food resources and paid
health providers, the
children often relapse
into their previous
malnourished state as
soon as the feeding
sessions are over.
Counseling is a key component of a nutrition program, providing the caregiver

with information on how to change the childs nutritional status and positively
impact the rate of growth. Even when the community health volunteer interprets
the plotted information properly, however, she may talk with the mother about
proper foods to feed a child during the noisy, busy growth monitoring session.
There may not be enough time to cover breastfeeding, home care of illness,
health referral or other topics contributing to malnutrition. Thus, the caregiver
often departs from the session without knowing or remembering the practical
steps she can take at home.
For decades, relief and development organizations all over the world have
provided therapeutic and supplemental feeding programs for those children
classified as malnourished and have succeeded in rehabilitating many children.
However, since the programs are based on providing external food resources,
most often in centers with paid health providers, rather than on achieving
behavior change in families, the children often relapse into their previous
malnourished state as soon as the feeding sessions are over.
The traditional approaches to nutrition interventions tend to look for problems
in the community that need to be solved. The PD/Hearth approach looks for
the positive behaviors and strengths that exist in the community and can be
built upon. Looking at the questions typically used in these two approaches
shows the difference.
TABLE 0.2 TRADITIONAL vs PD/HEARTH APPROACH

Traditional Approach
PD/Hearth Approach
What are your needs?
What are your strengths?
What is wrong?
What is working here?
What can we provide?
What are your resources?
What is lacking in the community?
What is good in your community?
What is missing here?
What can we build on?
Advantages of the PD/Hearth Approach
here are a number of advantages to the PD/Hearth Approach. PD/

Hearth is:
Quick - The approach provides a solution that can quickly address an

immediate problem. Children need to be rehabilitated now, which is why
supervised feeding is held during a Hearth session. Caregivers then
implement the same practices at home and report on their experiences at the
Hearth sessions. Follow-up support at home is provided to the caregivers
and volunteers.
Affordable - PD/Hearth is affordable and families are not dependent on
outside resources to practice the new behaviors. PD/Hearth is much more
cost effective than staffing a nutrition rehabilitation center or investing in a
hospital ward. In Vietnam, the program cost was approximately US$2 per
child. The cost per child participant in the Hearth is one level of cost. The
next level to factor into the equation are the costs saved when better home
PD/Hearth is much
more cost effective than
staffing a nutrition
rehabilitation center or
investing in a hospital
ward.
practices mean the younger sibling do not suffer from malnutrition. And
there is yet a third tier. If malnutrition is eliminated in a community, many
children yet to be born will also benefit from the Hearth. Thus, the cost per
beneficiary becomes exponentially miniscule considering the number of cases
in which malnutrition, and oftentimes death, is prevented.
Hearth not only changes

the behaviors of
individual families, but
also changes how a
community perceives
malnutrition and their
ability to change the
situation.
Participatory Community participation is a vital ingredient in the success

of the PD/Hearth approach. The community plays an important role
throughout the PD/Hearth process, from discovering successful practices
and strategies within the community to supporting the caregiver after the
Hearth sessions are over.
Sustainable - The PD/Hearth approach is sustainable because new
behaviors are internalized and continue after the Hearth sessions end. The
caregivers are not simply trained to rehabilitate their malnourished children,
but to sustain that rehabilitation at home. The skills practiced at the Hearth
become habitual behaviors and younger siblings receive nutritional benefits
from the Hearth sessions without ever having to attend one. Hearth not
only changes the behaviors of individual families, but also changes how a
community perceives malnutrition and their ability to change the situation.
It instills positive norms across many families for healthy childcare and
feeding practices. Best of all, communities gain the skills to sustain PD/
Hearth, if necessary, with only local inputs.
Indigenous - Because the solution is local, progress is made quickly,
without a lot of outside analysis or resources. The approach can be broadly
applied, as positive deviants exist in almost all communities.
Culturally Acceptable Because the Hearth is based on indigenous
behaviors identified within the social, ethnic, linguistic and religious context
of individual communities, it is by definition, culturally appropriate.
Based on Behavior Change (not primarily knowledge acquisition) Three steps of the behavior change process are included in this approach:
1. Discovery (Positive Deviance Inquiry)
2. Demonstration (Hearth sessions)
3. Doing it (Hearth sessions and home)
Save the Children/US in Vietnam
When Save the Children was invited by the government
of Vietnam in 1990 to create a program to enable poor
EXAMPLE villagers to solve the pervasive problem of malnutrition, it
seemed an enormous challenge. In order to find a longterm solution to childhood malnutrition at the grass roots level, it was
necessary not only to rehabilitate children, but more importantly, to find
a way to ensure that their families could sustain this improved status.
Save the Children sought a new approach that would identify solutions
to community problems within the community. This search led to the
use of the Positive Deviance Approach. Although the concept had
been known for years, its application had been primarily limited to
academic studies except for a few NGO projects implemented in Haiti
and Bangladesh (3). Save the Children began applying this approach
with four very poor communities in Northern Vietnam. Although
malnutrition in these villages affected more than 70% of all children
under three, about 30% of the population managed to have wellnourished children.
Utilizing a Positive Deviance Inquiry, trained local villagers identified
those very poor families with well-nourished children the Positive
Deviants and went to their homes to learn what unique behaviors
enabled them to out-perform their neighbors. It was discovered that in
every poor family with a well-nourished child, the mother or caregiver
was gathering sweet potato greens and would travel to the rice paddies
to collect tiny shrimps and crabs, adding these to the childs diet.
Although readily available and free, the conventional wisdom held
that these foods were inappropriate, or even dangerous for young
children. Along with the discovery of the use of these foods, the inquiry
revealed that there were other positive deviant feeding and caring
practices such as breastfeeding, active feeding, hand washing, and
providing adequate foods and fluids to children when ill. Based on
these findings, a nutrition education and rehabilitation program was
developed. Mothers or caregivers of malnourished children were invited
to attend a two-week session where they would practice new ways of
feeding and caring for their children.
The program provided locally available foods such as rice, tofu, fish
and fat, in order to rehabilitate the children. However, in order to achieve
the more difficult goal of enabling the families to sustain their childrens
improved status after rehabilitation, Save the Children required all
caregivers to bring a handful of shrimps, crab and greens (the positive
deviant food) as their price of admission to the nutrition session. It
was hoped that by requiring the mothers to collect the shrimps, crabs
and greens and feed them to their children for the 14 days of the
program, they would continue the practice after their children were
rehabilitated.
Ultimately, successful results were witnessed as a result of the PD/
Hearth program. A cohort of 700 children, all with second or third degree
malnutrition, participated in the Hearth program. Follow-up two years
later showed that of these same children, only 3% were still second
and third degree malnourished. Fifty-nine percent of all Hearth
participants were rehabilitated to normal and 38% to first-degree
malnutrition. This initial level of improvement was observed 14-23
months after participation in the Hearth.
The PD/Hearth
program in Vietnam
presents a wonderful
example of how the PD/
Hearth approach can
have astonishing results
and be scaled up to a
national program.
Starting in 1991 with
four villages and a total
population of 20,000, the
program was adopted by
the Ministry of Health
and in 1998 reached over
256 villages with a total
population of 1.2 million.
Save the Children/Vietnam data showed a dramatic impact in

preventing future malnutrition. In 1991, 3% of children under three were
severely malnourished, 12% were moderately malnourished and 26%
were mildly malnourished. By 1995, two years after initial implementation,
third degree malnutrition had been completely eliminated. Only 5% of
the children were moderately malnourished while 21% were mildly
malnourished. The program reduced second and third degree
malnutrition by 80%. Caregivers were able to sustain enhanced
nutritional status as long as two years beyond their participation in the
program. The younger siblings of these children, and other children in
the community born after the Hearth ended, enjoyed the same enhanced
nutritional status as Hearth program participants (4).
The PD/Hearth approach is not just about shrimps, crabs or greens. Nor is it
a model insofar as a model implies something that is fixed. Rather, it is a
flexible approach, which relies on local, culturally acceptable practices within
a given community.
Why is Malnutrition a Problem?
We are guilty of many

errors and faults, but our
worst crime is
abandoning the children,
neglecting the fountain
of life. Many of the
things we need can wait.
The child cannot. Right
now is the time his
bones are being formed,
his blood is being made
and his senses are being
developed. To him we
cannot answer
Tomorrow. His name
is Today.
alnutrition is implicated in more than half of all child deaths

worldwide. It is slow acting, persistent, and often not diagnosed.
Malnutrition is a silent emergency that imperils children, women and families,
and ultimately, the viability of the whole society. This crisis is real and its
persistence has profound implications on the future of the global village. While
malnutrition leads to death and disability of children on a vast scale, it has
much larger implications. By impairing physical and mental development,
malnutrition robs children of their full potential as human beings. For many
children, chronic hunger has become a way of life. Even a mildly underweight
child has an increased risk of dying, according to the World Health Organization.
Some malnourished children will have thin and reddish hair or be listless,
apathetic, and not interested in play, food or interaction. Others may seem
withdrawn and hesitant. Still others may appear normal, yet turn out to be
much older than they look. Then there are the marasmic and classic kwashiorkor
children who exhibit severe malnutrition in its full-blown state, and require
immediate medical referral. Because of its gradual onset and high prevalence,
caregivers, families, communities and governments often ignore malnutrition.
Yet every malnourished child should raise a red flag that signals the need for
family and community support. It points to a problem in which lack of food,
inappropriate distribution of available food, poor breastfeeding and weaning
practices, lack of early childhood stimulation, inadequate caregiving practices,
The Childs Name
compromised water and sanitation, and disease may all have a role.
is Today
by Gabriele Mistral
Nobel Prizewinning Poet
from Chile
Figure O.1 depicts the interactions between underlying and immediate causes
of malnutrition. Positive Deviance/Hearth focuses on the underlying behavioral
causes of malnutrition at the household level, such as inadequate maternal and
child care practices, in order to address the two direct causes of malnutrition:
inadequate dietary intake and disease.
FIGURE O.1 CAUSES OF MALNUTRITION
Causes of Malnutrition
Inadequate
Dietary Intake
Insufficient
Household
Security
Disease
Insufficient
Maternal &
Child Care
Insufficient
Health Services &
Unhealthy Environment
Inadequate Education
Resources & Control
Human, Economic & Organisational
Political & Ideological Structure
Economic Structure
Potential Resources
Source: UNICEF 1990 (6)
The consequences of mild malnutrition should not be underestimated. The

malnourished childs low resistance to illness undermines all public health efforts.
It diminishes the return of the considerable resources spent to ensure that families
have access to immunization, oral rehydration therapy (ORT), sanitation,
treatment for acute respiratory infection (ARI) and malaria, and HIV/AIDS
education. It has been shown that 83% of malnutrition-related child mortality
is due to complications of mild to moderate, as opposed to severe, forms of
child malnutrition (7). When malnutrition is reduced, all public health efforts
are rendered more successful.
Inappropriate feeding
practices and their
consequences are major
obstacles to sustainable
socioeconomic
development and
poverty reduction.
Governments will be
unsuccessful in their
efforts to accelerate
economic development
in any significant longterm sense until optimal
child growth and
development, especially
through appropriate
feeding practices, are
ensured.
WHO Global Strategy on
Infant & Young Child
Feeding
Report of the Secretariat
55th World Health
Assembly, April 2002(5)
While poverty is a
tremendous factor
affecting nutritional
status, some
impoverished families
have demonstrated that
this can be overcome.
The PD/Hearth
approach involves the
community to identify
the behaviors that
contribute to good
nutrition and the healthy
development of children
and mobilizes
communities to
sustainably rehabilitate
malnourished children.
FIGURE O.2 CONTRIBUTION OF MALNUTRITION TO DEATHS IN
CHILDREN UNDER 5, DEVELOPING COUNTRIES, 2000

Perinatal &
Newborn
22%
1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
12345678901
1234567890123456789012345678901
1234567890123456789012345678901
12345678901
1234567890123456789012345678901
1234567890123456789012345678901
12345678901
1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
12345678901
1234567890123456789012345678901
1234567890123456789012345678901
12345678901
1234567890123456789012345678901
1234567890123456789012345678901
12345678901
1234567890123456789012345678901
1234567890123456789012345678901
Pneumonia12345678901
1234567890123456789012345678901
1234567890123456789012345678901
All Other
1234567890123456789012345678901
20% 12345678901
1234567890123456789012345678901
1234567890123456789012345678901
12345678901
1234567890
1234567
MALNUTRITION
1234567890123456789012345678901
Causes
12345678901234567
12345678901234567
12345678901
1234567890
1234567
12345678901234567
29%
12345678901234567
12345678901
1234567890
1234567
12345678901234567
12345678901234567
12345678901
1234567890
1234567
12345678901234567
60
%
12345678901234567
12345678901
1234567890
1234567
12345678901234567
12345678901234567
1234567890
1234567
12345678901234567
12345678901234567
1234567890
1234567
12345678901234567
Malaria 8%
12345678901234567
1234567890
1234567
12345678901234567
12345678901234567
1234567890
1234567
12345678901234567
12345678901234567
1234567
1
12345678901234567
1234567HIV/AIDS 4%
Measles 5% 12345678901234567
12345678901234567
Diarrhea
12%
Source: EPI/WHO 2001 data (8)
Malnutrition has long been recognized as a consequence of poverty. It is

increasingly clear that it is also a cause. When malnourished, children become
significantly weaker, thereby making learning difficult or impossible and
infringing on their full development and future earning potential. Lack of certain
nutrients also results in lower mental capacity or lower resistance to illness
thereby further decreasing productivity.
Key Steps of the PD/Hearth Approach
he steps to implementing an effective PD/Hearth program will be described

in detail in the following chapters. In brief, the key steps and results are:
STEP 1
Decide whether the PD/Hearth approach

is feasible in the target community: Chapter 1
RESULT Assessment of the key components for effectiveness
within the community and implementing organization and an
informed decision on whether to initiate the PD/Hearth approach
STEP 2
Begin mobilizing the community and select and train community

resource persons: Chapter 2
RESULT Support of the community through identification and
involvement of decision makers and influential individuals,
formation and/or strengthening of a Village Health Committee,
and the identification and training of PD/Hearth resource
personnel including supervisors, trainers, project managers, and
Community Health Volunteers
Prepare for a Positive Deviance Inquiry: Chapter 3
STEP 3
RESULT Awareness of current, normative practices that affect

the nutritional status and development of children, a wealth
ranking of families, and a nutritional baseline assessment on all
children in the target group to identify the malnourished and
Positive Deviant (PD) individuals in the community
Conduct a Positive Deviance Inquiry: Chapter 4
STEP 4
RESULT Identification of key feeding, caring, hygienic and healthseeking behaviors to be taught in the Hearth sessions based on
home visits to PD families
Design Hearth Sessions: Chapter 5
STEP 5
RESULT A schedule of twelve home-based sessions with healthy

menus and effective health education messages
Conduct the Hearth sessions with malnourished children and
their caregivers: Chapter 6
STEP 6
RESULT Recovery of malnourished children and improved

knowledge and practice of new behaviors among caregivers
Support new behaviors through follow-up visits: Chapter 6
STEP 7
RESULT Participants practicing new behaviors at the household

level
Repeat Hearth as needed: Chapter 6
STEP 8
RESULT Majority of children rehabilitated and growing well
Expand PD/Hearth program to additional communities:

Chapter 7
STEP 9
RESULT Additional communities rehabilitating

malnourished children
Sustainability needs to be built-in and planned from the start and not tacked on
as an after thought at the end of a Hearth project. Chapter 7 includes a discussion
of this issue and how it can be considered in the early phases of planning a PD/
Hearth program. Each chapter begins with a depiction of the nine steps and
highlights the step being covered so that you can follow your progression in
the process.
Monitoring and
Evaluation is important
to all steps of PD/
Hearth. It is covered in
detail in Chapter 8.
DEFINITIONS
Positive Deviance /
Hearth Terms
Caregiver The person who is most directly involved in the care of the child.
The caregiver may be a mother, grandmother, father, or older sibling. While
this manual sometimes refers to the mother instead of the caregiver, it is
important to realize that the caregiver can be anyone in the childs life, and it is
this primary caregiver who should be invited to the Hearth sessions.
Deviant A person or behavior that departs from the traditional way of doing
things. A change of course which turns aside from the current path and takes
a new path. Usually the term deviant is considered negative; however, it can
be negative or positive since it is only a deviation from the norm.
A hearth is a home
fireplace / kitchen
suggesting feelings of
warmth, coziness, home,
and family.
Hearth A home fireplace/kitchen that usually suggests feelings of warmth,

coziness, home, and family. Term used to describe the setting for the nutrition
education and rehabilitation sessions.
Hearth Session (or
Hearths) A 12-day
series of sessions
designed to rehabilitate
and teach Positive
Deviant practices and
behaviors. Located in a
home setting, caregivers
and volunteers prepare
an extra energy-rich/
calorie-dense supplemental meal or snack to feed the malnourished children.
Caregivers prepare Positive Deviant foods and practice other positive childcare
behaviors.
Positive Something that is working or something that people are doing right.
A positive behavior is utilizing locally available resources, instead of special
resources that are unavailable to all in the community. Finding positive behaviors
focuses on identifying success instead of failure.
Positive Deviance Approach in Development A development approach
that helps a community and its members find existing, sustainable solutions to
a community problem by understanding the behaviors of positive deviant
individuals within the community.
Positive Deviant Behavior or Practice An uncommon and demonstrably
successful practice.
DEFINITIONS
Positive Deviant Family Family members who practice uncommon, beneficial
practices which result in having a healthy, well-nourished child.
Positive Deviant Food A specific, nutritious food that is used by the positive
deviants in the community. This food is affordable and available to all.
Positive Deviance Inquiry (PDI) A survey tool used to discover the positive
deviant persons successful or desired practices. A communitys self-discovery
process in which they witness practices of neighbors with healthy and wellnourished children. An observation of those children that thrive under common
and ordinary conditions. Includes observation of these childrens families and
their positive coping mechanisms that can be replicated within the community.
Positive Deviant Inquiry Team (PDI team) The team that conducts the
PDI. This team may include community members, project staff, health
personnel, and individuals outside of the health sector.
Positive Deviant Person A person whose special practices or behaviors
enable him/her to overcome a problem more successfully than his/her neighbors
who have access to the same resources and share the same risk factors. In the
context of malnutrition, a PD child is a well-nourished child who is part of a
poor family (according to village standards).
Note: These terms must be translated into common wording in

the local language before the training of the community and Hearth
volunteers takes place. For example, in some countries, a positive
deviant person is called a role model person or a maman
lumire.
DEFINITIONS
Common Nutrition
Terms (9)
Anemia Reduction in red blood cells, caused by iron deficiency. In children,

anemia can be caused by loss of blood, parasites (such as hookworm), and
other vitamin and mineral dietary deficiencies such as Vitamin A, Vitamin C,
Vitamin B-12, and folic acid.
Kwashiorkor Severe, acute malnutrition characterized by thin, sparse hair
that falls out easily, swelling of both feet (edema), dry scaly skin especially on
the arms and legs, a puffy face and swollen abdomen.
Malnutrition Failure to achieve nutrient requirements, which can impair
physical and mental health. Generalized inadequate nutrition demonstrated by
stunting, underweight, and wasting in individuals; and deficiencies of
micronutrients, such as Vitamin A, zinc, iodine, iron, and folic acid. Malnutrition
is defined by the World Health Organization using Weight-for-Age standards
for children under-5 years old.
Marasmus Severe visible wasting requiring urgent medical attention. Child
looks thin (skin and bones), with little fat and muscle; outline of ribs clearly
visible.
Stunting Chronic undernourishment resulting in failure of a child to grow to
his or her normal height for age.
Underweight Undernourished child seriously below normal weight for his or
her age. This is the measure most commonly used in PD/Hearth programs.
Wasting Acute undernourishment resulting in a child seriously below the
normal weight for height. Requires medical attention.
Z-scores Also called a standard deviation score. A measurement of how far
and in what direction a childs nutritional status deviates from the mean on the
internationally recommended reference population of other children with the
same age or height. Weights that are one standard deviation below the norm
(<-1 Z scores) are considered mildly malnourished, two standard deviations
(<-2 Z scores) are moderately malnourished and three standard deviations (<3 Z scores) are severely malnourished.
STEP 1
Decide whether the PD/Hearth approach is

feasible in the target community by
considering:
A. General conditions
B. Community commitment
C. Implementing agency commitment
he decision to implement a PD/Hearth program requires careful

consideration based on a number of variables including general conditions,
community commitment, and implementing agency commitment. It is not an
intervention to be taken lightly, simply as an add-on to an existing program.
The following criteria should be carefully considered in deciding whether the
PD/Hearth approach is appropriate for your situation.
A. General Conditions
There are certain general characteristics associated with successful PD/Hearth
programs:
Malnutrition Prevalence in the Community
There should be a critical mass of malnourished children in order to justify the
PD/Hearth effort. PD/Hearth is most effective in communities where at least
30% of children are malnourished (including mild, moderate, and severe
malnutrition). Since the approach requires a fairly high level of community
participation, it may not be the best use of resources where the prevalence of
malnutrition is less than 30%. The method used to determine malnutrition is
based on standard weight-for-age measurements used by most Ministry of
Health Growth Monitoring Cards.
If your initial malnutrition rates seem low, consider the possibility that not all
children may be registered. Door-to-door registration and weighing are
important to ensure an accurate assessment of malnutrition rates. Registries
from local health centers are often in need of updating to include immigrants
or children born in the past year. You may also want to consider children who
are not yet malnourished, but whose growth cards reveal growth faltering
(weight loss) for more than two months. Intervening with these children can
prevent subsequent malnutrition. (1)
STEP 1
Decide if this
program is
right for you
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
STEP 6
Conduct
Hearth
Sessions
STEP 7
Support
New
Behaviors
STEP 8
Repeat
Hearth
Sessions as
Needed
STEP 9
Expand
PD/Hearth
Programs
m o n i t o r & e v a l u a t e
CHAPTER ONE
Step 1: Determine if
PD / Hearth is for Y
ou
You
WHERE ARE YOU?
Local, affordable food

must be available in
order for the community
to sustain the feeding
behaviors.
Availability of Affordable Local Foods

Local, affordable food must be available in order for the community to
sustain the feeding behaviors. PD/Hearth is not recommended in areas of
prolonged periods (more than three months) of household food insecurity
or where relief-feeding programs are the main food source. To find out
about the availability of affordable food:
Conduct an informal market survey
Visit local markets and shops to check food availability and prices
Inquire about seasonality of foods
Assess availability of family food stores, including food grown in
kitchen gardens or fields and livestock or poultry
Geographic Proximity of Homes
PD/Hearth works best when houses are relatively close together because
caregivers will be able to attend daily sessions without spending additional
hours walking. The proximity will also make it easier for volunteers to
frequently visit the homes of participating families.
Although the majority of

PD/Hearth projects
have been implemented
in rural settings, urban
projects exist in a
growing list of countries.
Urban vs. Rural Settings

Experience shows that PD/Hearth can be implemented successfully in both
urban and rural settings. In urban communities, food is purchased. In
most rural areas, fruits and vegetables are grown and people can fish or
raise livestock. The PDI will reveal the coping mechanisms that some
families have found to work within their situation. Additionally, urban
areas are more densely populated, which means short distances between
homes for Hearth visits. Although the majority of PD/Hearth projects
have been implemented in rural settings to date, urban projects exist in
Haiti, Ethiopia, Guinea, Madagascar, Indonesia and India.
Existence of Food Aid (Title II, Food for Work, World Food
Programme, etc.)
PD/Hearth is meant to tap into local knowledge and resources in order to
combat malnutrition. Providing food from the outside in the form of charity
or food-for-work complicates the goal of using indigenous, available foods.
However, in countries that are receiving food aid it is important to find
creative ways to utilize these food sources in a manner that does not diminish
the Hearth programs impact, nor jeopardize its major tenets.
A PDI may reveal that some families are making use of the food
contributions better than others. They may be preparing it in a palatable
way or selling it to buy other foods. When the food aid ends, a new PDI
should be conducted to find solutions to malnutrition not dependant on
food aid inputs.
One way food aid may be integrated into the Hearth is through the
contribution of the staple food and oil over a limited period of time, in
18 / Chapter One:Design Hearth Sessions
order to help with the rehabilitative objectives of the program. Caregivers

would still be required to bring the Positive Deviant food to the Hearth
session and practice other active feeding, hygiene and caring behaviors.
Another idea would be to use food aid as an in-kind incentive for the trainers/
supervisors who conduct the Hearth sessions. In any case, it must be
understood that food aid is time-limited and not sustainable, so a plan to
wean the community off food aid must be built into the Hearth design.
Internally Displaced Persons and Refugees
PD/Hearth is not the best approach for projects involving internally displaced
and refugee populations. However, the PD approach can be an effective
tool to identify unique coping strategies and skills some individuals or
families use to face these situations.
Landless Populations or Squatter Communities
This type of community is unstable, but, nonetheless, positive deviants
exist. A combined strategy with an income-generating component to
support household food security would be necessary.
Existence of Complementary Public Health
and Development Programs
There are several public health programs that work synergistically with
PD/Hearth to improve the health and nutritional status of children. It is
important to assess the present status of these programs and make any
decisions in light of program goals and available resources. Although PD/
Hearth can be implemented in communities without health services, a project
in Myanmar found that young childrens nutritional gains in the project
were set back by the high tuberculosis rate and a measles outbreak. As
possible, programs should consider implementing complementary health
activities or partnering with other organizations who can provide:
Immunization program
Micro-nutrient supplementation
De-worming
Referral system to local health facilities for ill children
Nutrition efforts can be integrated into a variety of existing programs
including agriculture, food security, economic development, and water and
sanitation. Where Integrated Management of Childhood Illness (IMCI)
exists, PD/Hearth can complement health education messages and benefit
from IMCIs community assessment, classification, treatment and referral
mechanisms. Additionally, malnutrition is both a cause and effect of many
other public health problems and cannot be treated alone. PD/Hearth
programs fit well within child survival programs and, if properly
implemented, can have dramatic effects on other public health indicators
such as the incidence of diarrheal disease and the mortality rates from
pneumonia and malaria.
Nutrition efforts can be

integrated into a variety
of existing programs
including agriculture,
food security, economic
development, and water
and sanitation.
Malnutrition is both a
cause and effect of many
other public health
problems and should not
be treated in isolation.
Systems for Identifying and Tracking Malnourished Children

The following programs are beneficial in a community committed to
implementing PD/Hearth and sustaining lower childhood malnutrition rates.
While their existence characterizes an optimal situation for PD/Hearth
implementation, their lack in a given community should not automatically
eliminate the community from consideration. It is important to assess
whether these monitoring programs exist and at what level. One must then
make a decision based on the other criteria, program goals, and resources
available whether to continue with implementation in their absence, to work
on strengthening one or all of these items, or to partner with other
organizations who can bring in needed resources or expertise.
Willingness to Start or Continue Growth Monitoring Promotion
Programs
Growth monitoring is the means for monitoring nutrition status of children
over time. It will identify malnourished children who require the Hearth
sessions and children who do not maintain adequate growth after their
participation in Hearth has ended.
Registration of Every Child in Target Group
A population-based registration is necessary to reach every child in the
prioritized age group (0-3yrs), and obtain community-wide nutritional status
information. This enables the clear definition of the target community of
malnourished children and their caregivers.
Vital Events Reporting to Capture New Births, Deaths and
Migration
In order to track each child, and enroll new members into the community,
either through birth or migration, it is necessary to collect vital events
information. If this is not yet being done, village leaders should be willing
to set up or organize systems to collect this basic data.
B. Community Commitment
Commitment on behalf
of the community is
vital to the success of
the PD/Hearth effort: if
community leaders are
not invested in the
process, the effort
should not be
undertaken.
Commitment on behalf of the community is vital to the success of PD/Hearth.

Contributions from the community are expected, are essential to success, and
reflect their level of support. Contributions from individual caregivers who
attend the Hearth, contributions of the Hearth volunteers who host and
implement PD/Hearths, community leaders and health committees that provide
both moral and material support are all invaluable assets. Though difficult to
quantify and count, these are the contributions that really fund the program
and determine its success or failure:
Presence of Committed Community Leadership
Upon meeting with community formal and informal leaders, health personnel
and religious leaders, assess if there is a concern for health in the community
and a desire to reduce malnutrition. If community leaders are not invested
in the PD/Hearth process, the effort should not be undertaken.
Presence of a Committed Village Health Committee

Assess the presence and functionality of a Village Health Committee. If
this committee does not exist, it must be formed. The role of a Village
Health Committee is to:
Manage and coordinate health activities at the local level
Set criteria for and select and supervise community volunteers
Collaborate with the organization implementing the Hearth program
and with district health staff
Availability of Potential Volunteers in the Community
The key human resource for Hearth is the Hearth volunteer. One to two
volunteer women are needed from each Hearth site. The volunteers conduct
the Hearth sessions in their homes, preparing food, supervising caregivers,
demonstrating active feeding and conveying simple messages to other
mothers. Their commitment to the program is for a minimum of two months
and during that time, they are expected to provide significant time and
effort towards achieving the project goals. PD/Hearth programs can recruit
current Community Health Workers (CHWs) where they exist. More
information on the job description, recruitment and training of Hearth
volunteers is provided in Chapter 2.
C. Implementing Agency Commitment

The national director of the lead implementing agency must have full buy-in to
the project. Unless management and staff are committed to focusing on this
methodology, it is not recommended. It has been proven that successful Hearth
programs are those that have the full commitment of the implementing agency
at both the national and international levels. Given the intensity of human
resource needs, the program can suffer without the will of top management
behind it. The largest investment in PD/Hearth is the hard work and commitment
of staff and volunteers. The program does not rely on large investments in
infrastructure or tangible inputs but on process and launching a concept into
motion. Therefore, human resources are extremely critical and need to be
considered before starting this effort. Table 1.1 on page 22 illustrates the
staffing needs for supporting a population with sixty malnourished children.
Hearth Project Manager and/or Lead Trainer
One project manager is needed to oversee the entire project including
training staff; overseeing the process; planning menus; coordinating with
community leaders, the Ministry of Health, and other partners; monitoring
and evaluating the results; etc. Different organizations make different
decisions regarding hiring a local project manager or an expatriate. The
sample budget at the end of this chapter includes a Project Manager, who
phases over responsibility to the local lead trainer after the first year.
International Hearth consultants are available to set up PD/Hearth programs,
train staff, trouble-shoot when a program is facing difficulties and evaluate
Hearth programs. One option is to use a PD/Hearth consultant to help get
Volunteers conduct the

Hearth sessions in their
homes, preparing food,
supervising caregivers,
demonstrating active
feeding and conveying
simple messages to
other mothers.
Not all organizations

have found it necessary
to employ external
knowledge --- many
successful projects have
been run by local
program managers and
drawn on external
assistance only when
needed.
the program started, assess the program six months to one year later to
ensure the program is working optimally and provide recommendations to
streamline the approach and plan for expansion. One must note however,
that not all organizations have found it necessary to employ external
knowledge. Many successful projects have been run by local program
managers and drawn on external assistance only when needed.
Supervisors/Trainers
Supervisors/trainers are needed for every ten to twenty volunteers. These
individuals are paid by the project and serve to train the volunteers and
supervise the Hearth process.
Food Resources
By design, food costs for a PD/Hearth project are minimal since the project
is based on low-cost, locally available food, mainly contributed by the
community. The responsibility of gathering basic materials for Hearth
sessions should be shared among the community, the implementing agency
and the caregivers. In the beginning, the implementing agency may have
to contribute more food, especially food for rehabilitation. Once the
community understands the value of Hearth sessions and sees children who
were sickly and lethargic become active and healthy, the perceived value of
the program increases and the community is more willing to bear the costs.
The demonstration of the power of the communitys resources and
resourcefulness is only possible if external inputs are minimized. It is
important to consider the available resources of the caregivers, community,
and organization in this stage.
TABLE 1.1 SAMPLE STAFFING NEEDS FOR 60 CHILDREN
S taffing
Total
C alculation
C omments
Health
Volunteers
10
to
20
Wi th 5 to10
chi ldren/si te, 10
Hearth si tes
needed for 60
chi ldren. Wi th 1
to 2 volunteers
per Hearth si te,
10 to20
volunteers
needed
Volunteers often
prefer to work i n
pai rs, resulti ng i n 2
volunteers per
Hearth si te
S upervi sor/
Trai ner
1
to
2
1 for each
10 to20
volunteers
D ue to di stance,
rural supervi sors
can generally
support 10
volunteers whi le
urban supervi sors
can support up to
20 volunteers
Hearth
Manager /
Lead
Trai ner
1 for project
Other Project Costs

Other project costs include materials, travel, equipment, communications,
and housing. A budget worksheet itemizing costs over a three-year time
period is included at the end of this chapter. The largest financial investments
are at the beginning of the program, but are generally not recurring. Costs
will be lower for an agency or health department with an existing office
than for an NGO that will have to cover costs for office space, shared staff,
communications, etc.
A PD/Hearth Program Involves Various Actors
Often, an international NGO or the Ministry of Health takes the
lead. Their role is to orient and train local health staff or local
NGOs to implement PD/Hearth at the community level. To
assure quality implementation, the lead agency must devote
special attention to monitoring and supporting the quality of
mobilizing, training and supervision carried out by the local
implementing agency and assure that they adhere to the
fundamental principles of the approach.
The local agency is responsible for mobilizing the community,
providing guidance in the formation of a Village Health
Committee and selection of Hearth volunteers, training these
groups or individuals and monitoring the day-to-day
implementation of Hearth during the initial rotations. They may
also assist the community in implementing a growth monitoring
program and providing complementary health services.
Eventually, the Village Health Committees, with support of their
local leaders, assume full responsibility for managing Hearth
and for repeating the program, if needed, at some future time.
Case Study: Sample Project Staffing / Beneficiary

Calculations
EXAMPLE
Project Site: Urban Area of Jakarta, Indonesia
Eight supervisors/trainers will work directly with Hearth

volunteers
Each supervisor/trainer will oversee between four and ten
pairs of volunteers
Approximately one hundred sixty volunteers will be trained
Eighty Hearth sites are planned over the length of the project
Eventually, Village
Health Committees
with support of local
leaders, assume full
responsibility for
managing Hearth and
for repeating the
program.
One hundred twenty-six

children in eighty
Hearth sites means
approximately 10,000
will be reached during
the three years of the
Jakarta project.
(case study continued)
Five to ten malnourished children and their caregivers will be

assigned to a volunteer pair at any given time (These children will
rotate after approximately two months of participation in the
Hearth sessions)
Forty-two children will be served at each site in a year with
seven different malnourished children rotating in every other
month (7 x 6)
One hundred twenty-six children will be served at each Hearth
site over the three years (42 x 23)
One hundred twenty-six children in eighty Hearth sites yields
approximately 10,000 malnourished children reached during the
three years of the project
Fifty thousand family beneficiaries will be reached in three
years (assuming three children and two caregivers per family).
Sample Staffing Needs for 60 Malnourished Children
60 CHILDREN
10 HEARTH SITES
10 to 20 VOLUNTEERS
SUPERVISOR/TRAINER
HEALTH MANAGER / LEAD TRAINER
TABLE 1.2 PD/HEARTH BUDGET WORKSHEET

Budget I tem
P E R S ON N E L
Year 1
Year 2
Year 3
TOTAL
Health professi onal (expatri ate or nati onal)

Lead trai ner (nati onal)
S upervi sor/trai ners
Offi ce admi ni strator/manager/support staff
C ountry D i rector (%)
Fi nance Manager (%)
D ri vers
S eni or Health P rogram Offi cer (HQ based)
C ON S U LTAN TS
Headquarter techni cal assi stance vi si ts
C onsultant vi si ts
MATE R IALS
T-shi rts/hats/badges for volunteers
P ots of each Hearth
S poons & cooki ng utensi ls
Oi l & ri ce
S oap
B uckets
V i tami n A *
A nti -helmi nth medi cati ons*
Growth Moni tori ng C ards*
C alculators
Offi ce suppli es
Moni tori ng tools: regi sters & forms
Trai ni ng materi als
P roducti on: Hearth lessons learned
Trai ni ng suppli es
TR AV E L
Vehi cle rentals: cars/motorcycles
C ross trai ni ng vi si ts for supervi sor
C ross trai ni ng vi si ts for lead trai ner
E QU IP ME N T
Wei ghi ng scales
Food scale
C omputers & pri nters
Offi ce furni ture
C OMMU N IC ATION S
Internet fees
P hones/faxes
H OU S IN G
* The Hearth program can
Offi ce rent
often obtain these free from

the Ministry of Health or,
preferably, refer children to
the MOH for these services.
E VALU ATION
E xternal team
TOTALS
CHAPTER TWO
Step 2: Mobilize, Select & T
rain
Train
Begin to mobilize the community

and select and train resource persons
A. Mobilize the community
1. Meet with key community leaders
2. Orient local health personnel
3. Organize or strengthen a Village Health
Committee
B. Select and train resource persons
1. Write job descriptions
2. Conduct a task analysis
3. Develop participant selection criteria
4. Recruit staff and volunteers
5. Conduct a training needs assessment
6. Select course content
7. Develop training strategy
8. Establish training methodology
9. Set up training evaluation strategy
10. Prepare training and evaluation
materials
11. Conduct training
nce you have decided that a PD/Hearth program is feasible for your
geographic and cultural situation, you can begin Step 2.
A. Mobilize the Community

PD/Hearth is a community-run program requiring active community
participation. Since the process demands community self-discovery and action,
an implementing agency cannot successfully run a PD/Hearth program without
community participation and support.
Although an implementing agency may initiate the PD/Hearth process through
training community members, it is up to the community, from the start, to
learn to manage and supervise the project. It requires an intense initial
investment to transfer these management skills to the community, which is an
underlying principle of the PD/Hearth approach.
STEP 1
Decide if this
program is
right for you
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
STEP 6
Conduct
Hearth
Sessions
STEP 7
Support
New
Behaviors
STEP 8
Repeat
Hearth
Sessions as
Needed
STEP 9
Expand
PD/Hearth
Programs
STEP 2
WHERE ARE YOU?
1. Meet with Key Community Leaders, including:

Local hamlet leaders or chiefs
Informal health sector representatives such as traditional healers and
birth attendants and local medicine vendors
Religious leaders
Tribal or caste leaders
Grandmothers
School directors/teachers
Local groups, clubs, associations
Decision makers, opinion leaders, local heroes
Business leaders
For PD/Hearth to work,

the whole village must
be excited about getting
rid of malnutrition.
Involve influential
people in the PD/
Hearth process
especially those who
might raise barriers if
they are not brought in.
Discuss the health situation in the community, especially for children under
five years of age. Check to see if there is a concern or interest among
community members and leaders about the level of malnutrition in their
community. Is it a high priority? Which childrens age groups are most at
risk of malnutrition? The Under 5s? Under 3s? Under 2s? Do people
consider it a problem? Do they understand the lost potential of malnourished
children? Try presenting these themes using drawings or pictures and asking
community leaders to discuss what they see and its relation to the situation
in their own community. Providing local health and nutrition data in an
understandable format is often a good motivator for action.
Providing Data in an
Understandable Format
EXAMPLE
In Mali, CARE staff prepared big bar graphs to

show the average nutrition status of children in a
community in comparison to those of children from other
villages. When the charts were explained to the village
leaders, one exclaimed, Im embarrassed that the children
here are more malnourished than those in other places. We
must do something about this now!
2. Orient Local Health Personnel

Formal and non-formal health resources need to be identified and involved
in order to coordinate efforts for Hearth. Health facility staff can identify
available resources and services for ill children and severely malnourished
children. Children identified at Growth Monitoring Promotion (GMP)
sessions as suffering from third degree malnutrition or a variety of other
illnesses need to be referred to a local health clinic. Decisions regarding
universal de-worming, protocols for Vitamin A distribution and appropriate
content and reinforcement of health messages at Hearth sessions all require
28 / Chapter Two: Mobilize, Select & Train
close linkage with health services. Roles for health center staff include
treating malnourished children with underlying diseases such as pneumonia,
measles, night blindness, tuberculosis, or malaria; coordinating outreach
activities for Growth Monitoring Promotion sessions; increasing and
maintaining immunization coverage; facilitating the distribution of iron and
Vitamin A supplements for pregnant women, and Vitamin A and deworming medication for children; and participating in the review and analysis
of Hearth results.
3. Mobilize the Village Health Committee

The management of Hearth rests with the community. Building the capacity of
a local village health committee is necessary to transfer skills and to create
ownership. If such a committee does not exist, one needs to be created from
the initial meetings of the community leaders. Ideally, the committee is elected,
but village leaders may also appoint it. Criteria for effective members include,
a concern for improving health and nutrition status in their community, time
available to devote to this effort, good teamwork skills, and the respect of
others. It is good to have formal and informal community leaders on the
committee. Formal leaders, or those close to the formal leadership structure,
can influence community decisions, prioritization and resource allocation.
The activities of the Village Health Committee may start with Hearth, but once
they have experience, they may move on to address other issues in the
community. A good training curriculum for staff working with Village Health
Committees and involved in other community mobilization efforts is referenced
in the resource section of this manual.
Through the Village Health Committees, communities can be
empowered to:
Supervise community health workers
Manage Hearth sessions
Plan and evaluate results
Monitor vital events
Produce visual score boards that illustrate the measurable impact of
Hearth and share these with community members and leaders
Manage growth monitoring and promotion
Capacity building of the local community begins with the initial meeting to
discuss an intervention in nutrition. Subsequently, the Committee learns the
skills needed to manage Hearth and growth monitoring through their
involvement in implementation. Establishing a partnership starts from day
one, followed by monthly or bi-monthly meetings that use UNICEFs Triple
A cycle of assessment, analysis and action to support community training.
These three activities, Assessment, Analysis and Action become the framework
for managing the program.
Program management is
carried out in
partnership with the
community using the
Triple A cycle of
assessing a problem,
analyzing its causes and
taking action based on
this analysis.
The Triple A cycle
consists of:
ASSESSMENT
Collecting both
quantitative and
qualitative current
information on key
indicators
ANALYSIS
Interpreting the
information, making sense
of it, identifying areas of
success, and areas that
need improvements
ACTION
Developing strategies or
action plans to solve
identified problems and
improve implementation
activities
B. Training Development Process
The positive deviance

approach, at the core of
Hearth, is based on the
belief that answers to
community problems
already exist in the
community. This
requires a role-reversal
from teacher to learner,
from trainer to trainee.
Training is at the heart of the PD/Hearth approach. Staff, Hearth volunteers,

and the Village Health Committee all need to be prepared to carry out the PD/
Hearth process in order to have an impact on childhood malnutrition. The
Hearth session with mothers is itself a training workshop to involve mothers in
rehabilitating their children and learning new behaviors to keep their children
healthy.
The approach to training is one
of Hearths biggest challenges.
The positive deviance approach,
at the core of Hearth, is based on
the belief that answers to
community problems already
exist in the community. This
requires a role-reversal from
teacher to learner, from trainer to
trainee. Hearth volunteers learn
from the PD caregivers and staff
learns from the Hearth volunteers.
This reverses the traditional
paradigm of how to teach poor
families in developing countries.
Each Hearth is a training
workshop, which embodies
concepts of adult learning
techniques: active participation,
demonstration, practice and
reinforcement. The process begins by capturing the training messages through
the PDI, then moves on to designing a training content, planning training
logistics, and training the Hearth volunteers to carry out the Hearth session.
Preparing appropriate training sessions for staff, Hearth
volunteers, and the Village Health Committee involves the
following steps:
1. Write Job Descriptions
Job descriptions list out the roles, responsibilities and activities that need
to be carried out by each actor. Written job descriptions help the
different individuals know what is expected of them and guides the
development of training to prepare them to take on that role. Sample
job descriptions are provided at the end of this chapter.
2. Conduct a Task Analysis
A task analysis is a quick review of the job description to identify the
knowledge and skills an individual will need to have to successfully take
on their role. Consider what someone will need to know and what he/
she will need to be able to do. Look at areas such as reporting and
record keeping, interpersonal skills, communication skills, etc. The task
analysis is also a time to consider what cannot be taught. Are there
certain attitudes or skills that people need to have initially that cannot be
easily taught?
3. Develop Selection Criteria for Staff and Volunteers
From the task analysis, determine the selection criteria for staff and
volunteers. These criteria will guide your recruitment efforts.
For staff selection, criteria should include:
Eager to learn, open to new ideas
Excellent interpersonal skills and good listening skills
Strong interest in working in the field
Willingness to learn from less educated individuals
Criteria for volunteers will vary by country, but generally include:
Willing to work as a volunteer
Married woman with children living in the village
Respected and trusted by the community
Eager to learn, open to new ideas
Literate (In countries where female literacy is low, an illiterate
volunteer can be paired with a literate volunteer)
An important criterion for a volunteer is having children who are relatively
healthy and well nourished. During the nutrition assessment, however,
some Hearth volunteers have discovered that their children are not well
nourished and have subsequently become even more effective volunteers.
Priority is often given to existing community-based health volunteers,
however this must be carefully considered. Do they have significant
additional time to devote to Hearth? Have they been in the didactic teacher
role for so long that they will have a difficult time accepting that they must
learn from other community members? This may be especially difficult
when the community members are poorer and have less status.
4. Recruit Staff and Volunteers
Involve the Village Health Committee in selecting Hearth volunteers.
5. Conduct a Training Needs Assessment
The next step is to identify the skills and knowledge that the trainees already
possess. The existing educational level for each position should guide the
development of appropriate training, but all training should model good
adult learning techniques. Compare the trainees knowledge and skills to
the task analysis to determine the gaps that need to be included in training.
For Hearth volunteers,

guide the Village Health
Committee in
developing the criteria
and selecting the best
volunteers.
The educational level

critical for each position
should guide the
development of
appropriate training, but
all training should model
good adult learning
techniques.
COMMON EDUCATIONAL LEVELS FOR
TABLE 2.1 KEY PD / HEARTH POSITIONS

Position
Existing Educational Level
PD/Hearth Manager
University Degree
Supervisor/Trainer
At least to 8th Grade
Hearth Volunteer
Literacy helpful, but not essential
Village Health Committee Varied, one or more members able to write
6. Select Course Content

The course content will be different for each group and needs to be informed
by the preceding steps. Following are guidelines based on previous Hearth
programs.
Many Groups Need to

be Oriented to Hearth
Given the intensity of
community participation
required for a PD/
Hearth program, there
are many community
groups that will need to
be oriented to the
general concepts of PD
and Hearth. These may
include: local health
providers, religious
leaders, shopkeepers,
traditional healers and
birth attendants, street
vendors, fathers,
grandmothers, and
siblings. Each should
understand their role in
supporting Hearth and
the caregivers who
participate.
The community leaders, Village Health Committee members,

implementing agency staff, and Hearth volunteers all need to be
oriented to Hearth. They will need to understand:
The positive deviance concept
The basis for the menus (the PD family practices and food for
rehabilitation)
Why Hearth lasts two weeks
Basic nutrition concepts (variety, protein/calorie, frequency,
amounts)
Basic early childhood development concepts
The Hearth volunteers will need specialized training in:
Growth monitoring and promotion activities (weighing, plotting,
counseling)
Basic nutrition and nutrients, use of food composition table
Simplified 24-hour diet recall
Marketplace food survey
Home visiting skills
Food values: three or four food groups
How to visit the Positive Deviant child and learn about the
three goods (good feeding, health seeking, and caring)
Principles of home-based treatment of malnutrition
Understanding of the cycle of nutrition and infection
Vaccination schedules
Preventing and treating dehydration during diarrhea
Recognizing the signs of acute illness, including pneumonia,
malaria, and severe diarrhea, that need referral
Child development milestones
Early childhood stimulation techniques
The Supervisors-trainers will need to understand:

All the topics for volunteers (listed above) plus:
Supervisory skills
Information system
Monitoring and evaluation skills
Use of food composition tables and planning menus
The team conducting the Hearth sessions will need to understand:
PD/Hearth approach
Planning a session
Scheduling
Setting up a Hearth session
Gathering materials
Purchasing and preparing Hearth foods
Recording results of Hearth
Health education messages
Hearth daily protocol
Hearth results interpretation
Follow-up to Hearth (home visits and criteria for repeating Hearth)
Specific skills will also

be needed for different
steps. Training topics
for the PDI team are
listed in Chapter 3.
7. Develop Training Strategy

Depending on the information to be covered, develop the overall training
strategy for the project. Training should be sequenced over time so as not
to overload the participants and to ensure that the skill can be directly
applied at the time. Some of the training, such as the philosophy of the
PD/Hearth approach, will begin very early on. Other aspects will not be
taught until after information from the Positive Deviance Inquiry (PDI)
has been collected. Training on conducting the Positive Deviance Inquiry
and on conducting the Hearth sessions should be carried out during the
appropriate steps. Training for the volunteers and supervisors in the health
education messages to be presented during Hearth sessions cannot be done
until after the PDI is completed. Table 2.2 on the next page provides an
idea of the amount of training required for each position.
Training should be
sequenced over time so
as not to overload the
participants and to
ensure that the skill can
be directly applied at the
time.
8. Establish Training Methodology

Using a variety of training tools makes the training more interesting and
fun. When designing the training sessions, be sure to use warm-ups, roleplays, value clarification games, practice, and demonstration exercises. It
is very important to train staff in the same way that you expect them to
teach volunteers and mothers. Health education during Hearth sessions
cannot be done in a lecture-style mode. Instead, participating mothers are
gently guided through a series of experiences (learning how to feed their
children in an ideal setting with support) for several weeks, and then
It is very important to
train staff in the same
way that you expect
them to teach volunteers
and mothers: health
education during Hearth
sessions cannot be done
in a lecture-style mode.
followed up at home as they practice these new food preparation and feeding
behaviors in their own kitchens. Hence, training of the volunteers follows
the same pattern of being guided through experiences and supported by
supervisors as they apply their new skills in conducting the PDI and Hearth
sessions.
TABLE 2.2 TRAINING TIME REQUIRED BY POSITION
Position
Training R equired
Timing
Hearth
Manager
One week of trai ni ng

and ori entati on to PD I
and Hearth
Pri or to deci di ng to
i mplement PD /Hearth
Supervi sor/
Trai ner
Two to three weeks of

trai ni ng
Before
i mplementati on of
PD /Hearth
Hearth
Volunteer
Fi ve days of trai ni ng
(two to three
hours/day)
D uri ng Step 3
(prepari ng for PD I),
duri ng PD I, before
setti ng up Hearth si te
Refresher trai ni ng
As needed
Peri odi c trai ni ng on

management of
Hearth, GMP and
moni tori ng and
evaluati on
Ongoi ng - four
hours/month
Vi llage Health
C ommi ttee
Learning is primarily a social process. People learn through observations

and interactions. Individuals learn how to act by modeling their behavior
on that of others and social support systems reinforce the learning.
It is tempting for staff

members (especially
those who are health
professionals, nurses,
educators, or
nutritionists) to try to
push their own
nutritional messages,
menus and theories.
The Hearth learning methodology is one of Practice, Attitude, Knowledge

(PAK) instead of the traditional Knowledge, Attitude, Practice (KAP). The
focus is on changing behavior in order to change thinking rather than
changing thinking in order to change behavior. PD/Hearth starts
immediately with practicing the desired behavior. It is after the practice
that a caregivers attitude begins to change as her child begins to brighten.
After she witnesses the change in her child, she begins to understand the
causes for the change and know what it took to rehabilitate her child. Her
knowledge then changes, as she is convinced of the new belief that she can
heal her own child through simple new practices.
It is tempting for staff members (especially those who are health
professionals, nurses, educators, or nutritionists) to try to push their own
nutritional messages, menus and theories. The program staff must put
themselves into the role of learners, and then intentionally communicate to
Hearth volunteers (and Hearth volunteers to participating mothers) that
the wisdom of village mothers is what they are teaching and practicing
during Hearth sessions.
Adult learning principles differ from traditional teaching methods and the
way that most of us were taught in school. Adult learners bring considerable
life experience to the training session and are not simply empty vessels
to be filled with knowledge. Their life experiences should be respected
and built upon. Participatory discussions where trainees are able to discover
the concepts and apply their own experiences are much more effective
than lectures with flipcharts. Adults are highly involved learners and want
to see immediate, useful applications to the information they are learning.
Learning comes from doing and discovering.
Good training skills
Present new information slowly
Provide a guided and supportive learning atmosphere where staff
and caregivers can feel successful with their participation
Repeat and reinforce information
Ask participants to repeat or explain the information back to you
Engage participants in active and hands-on leaning
opportunities: people learn best by doing
Always allow time for question or discussion
Interact with all the volunteers or caregivers not just those who are
already actively participating
Keep your training sessions short and simple
Begin by reviewing what was learned and discussed in the previous
session
Use visual aids and demonstration as much as possible to involve
all senses in the process
Responsive Discussion
Responsive discussion is an effective methodology for involving learners
in discovering information. This method can be used for a variety of topics.
Each question guides learners into a greater depth and clarity. Compare
the type of discussion and learning this method creates to the same
information presented in a lecture mode.
Sample Responsive Discussion

IDEA
Q: Who is responsible to keep children healthy after

rehabilitation?
A: Parents / caregivers.
Q: What can even poor families do on their own?

A: Use PD practices.
Q: How can families learn to keep their children healthy?
A: By changing habits; by learning new habits that are accessible to
all.
Blind Exercise
Divide participants into
pairs and explain that
one member of each pair
will be blind and the
other will lead them
around the room. The
blind person may not
open their eyes (remove
blindfold). There can be
no talking. After three
minutes, instruct them to
switch roles.
Ask participants how
they felt when they were
blind and how they felt
when they were leading
the blind person.
Ask them why they
think this game is
relevant to PD/Hearth.
In the PD/Hearth
approach, experts
experience a role
reversal from being the
leader/expert leading the
blind, i.e. the villagers, to
being blind and being led
by the villagers. This
exercise can lead to
interesting discussions
on issues such as control
and power.
REMEMBER
REMEMBER::
If I hear it, I forget it.
If I see it, I remember it.
If I do it, I know it.
If I discover it, I use it.
Q: How can we learn new habits?

A: By practicing them every day. By bringing food every day.
Q: What kind of food? Just any food?
A: By bringing PD foods daily; food that other poor families feed their
young children.
Q: If caregivers bring food every day to the Hearth, what do you think
they will do at home?
A: Continue the practice learned at the Hearth and bring it home.
Probing Questions
Probing questions are similar to responsive questions but are used with
posters depicting good or bad practices or situations. The discussion starts
with general questions about the picture and then moves to more probing
questions which relate the picture to the learners own experience.
Probing questions are

similar to responsive
questions but are used
with posters depicting
good or bad practices or
situations.
IDEA
Sample Probing Questions Related to

Food and Body Hygiene
Poster
Opening Question
Probing Question
Woman washing
her hands
What do you see in

the picture?
Why is the woman
washing her hands?
How often do you

wash your hands?
When do you wash
them?
Woman washing
vegetables
Why is this woman

washing vegetables?
Do you usually wash

vegetables before
cooking? Why? Why
not?
Child playing on the What is the child

ground OR child
doing? Why?
using a latrine or
defecating on the
ground
What can happen if

the child does not
wash his/her hands
before eating?
Woman covering
prepared food
Why is this woman

covering the food?
Why is it important to
cover food? What
can we use to cover
food?
Can you practice

these habits at
home? Why? Why
not?
How often should you

practice these
habits? Why?
Role-Plays
Role-plays can be adapted for many different situations. An instructor can
role play a situation and then lead the group in discussing what they saw,
how they felt, what they would have done differently, etc. Similarly, the
instructor can involve several students in acting out a situation and then
lead the actors and group in the subsequent discussion.
With role plays, all participants can perform in small groups to practice
new skills. Skills such as conducting a PDI visit can be practiced in a safe
environment. The volunteers have the opportunity to become comfortable
with the visit, receive feedback on their style, and learn to anticipate some
of the different questions or issues that may arise in a home situation. The
program staff has the opportunity to provide immediate feedback and ensure
the quality of the future interactions.
Sample Role Play for Counseling Caregivers
1. Ask three participants to come to the front of the
room to play three different mothers: one with a child
IDEA
who gains enough weight and graduates from Hearth;
one with a child who gains some weight, but not enough
to graduate; and one with a child who does not either gain or lose
weight in the Hearth session.
2. As the trainer, play the role of a Hearth volunteer interacting
with each of the mothers and counseling them on the care of their
child.
3. After the role play, ask the participants for feedback and
comments about the exercise. What did they see? How did the
volunteer act? What did he/she say and do? How did the
mothers respond? What might the mothers have been thinking?
Will the counseling be effective?
4. After the three role plays, divide the participants into groups of
three. The participants will alternate playing the roles of the Hearth
volunteer, the mother, and an observer. Each participant will play
the role of a Hearth volunteer for one of the three situations. The
observer watches the role play and comments at the end.
5. At the end of this exercise, ask participants to give feedback
and comments.
Storytelling
Stories provide a fun, interesting way of learning. Stories can be adapted,
told and then discussed to teach important lessons. Chapter 6 provides an
example of the story Stone Soup used to demonstrate the strength of
many small donations within a community. Most cultures have folktales
passed down by elders and wise people. Try to probe into indigenous
stories. Look for stories that portray messages supportive of good nutrition
practices or that can be adapted to teach a certain message. Look for
quotes from religious books and scriptures that advocate health and
nutrition.
In a role-play, volunteers
have the opportunity to
become comfortable with
PD visits, receive
feedback on their style,
and learn to anticipate
some of the different
questions or issues that
may arise in a home
situation.
Skills within the

PD/Hearth
Program that can
be Adapted for
Role Plays
Conducting the PDI
visit
Conducting a Hearth
session
Providing health
education during the
Hearth session
Providing nutrition
counseling to
grandmothers and
fathers in the home
Presenting Hearth
results at a health
committee meeting
Counseling
caregivers at the end
of the Hearth session
This story can be used

to communicate that
sometimes, the answers
are right in front of us!
Sample Story
Nasirudin, the great Sufi mystic, appears in different
guises in different stories. In one story, he is an
IDEA
acknowledged smuggler. Every evening when Nasirudin
arrives at the customs house, the inspectors feverishly
search the contents of his donkey baskets to discover what he is
smuggling. But each day, their efforts go unrewarded. No matter
how thoroughly they inspect, they find nothing but straw.
The years go by and Nasirudin grows richer and richer. The
customs officials vainly continue their daily search, more out of habit
than hope of actually discovering the source of his wealth.
Finally, Nasirudin, now an old man, retires from his smuggling trade.
One day he happens to meet the customs chief, now retired as well.
Tell me, Nasirudin, pleads his former adversary, now that you
have nothing to hide, and I, nothing to find, what was it that you
were smuggling all those years?
Nasirudin looks the customs chief in the eye, shrugs his shoulders,
and replies, Donkeys, of course.
Songs and dances can

make important
messages easier to
remember in addition to
providing a fun,
interactive exercise.
Sample exercises
adapted to Hearth
are provided at the
end of this chapter.
Songs and Dances

Songs and dances can make important messages easier to remember in
addition to providing a fun, interactive exercise. Using local songs, change
the lyrics to incorporate nutritional messages. In Mozambique, the Hearth
volunteers created a song about the Hearth. In Myanmar, the volunteers
made up a childrens song, which is sung during Hearth sessions.
9. Set Up a Training Evaluation Strategy
It is important to know how much people are learning and what skills may
be causing difficulty so that you can adjust the training as needed. Observing
the participants during the role plays and asking questions to assess
knowledge are informal evaluation techniques.
10. Prepare Training and Evaluation Materials
Finalize the training design and determine who will be responsible for
developing each part of the training. Develop the curriculum for each
training session along with any visual materials and training aids. Two
sample modules for training Hearth volunteers are provided at the end of
this chapter.
11. Conduct Training
The final step is to conduct and evaluate the actual training sessions.
SAMPLE JOB DESCRIPTIONS

1. Sample Job Description for
HEARTH MANAGER / LEAD TRAINER
Duties
Train Supervisor trainers to train
volunteers
Lead the PDI process and
facilitate analysis of results
Responsible for the development,
selection and use of all
educational materials used at the
Hearth, at Village Health
Committee meetings, and at
home visits
Analyze nutrition data and
provide feedback to the
community
Interact with village leaders and
health facility personnel to
introduce and evaluate the
program
Qualifications
University graduate
Field experience in community
nutrition
Key Competencies
Adult education principles
Participatory assessment skills
(ex. PLA, PRA)
Supervisory skills
GMP technical ability: use of
anthropometric methods
Basic nutrition principles
Community mobilization
Concept of PD
Coordinate with Ministry of
Health
Network with NGOs, universities
and international organizations
(UNICEF, etc.)
Oversee the process and outputs
of PDI
With team and volunteers, plan
menus and calculate caloric and
protein content of the menus
Assume responsibility for overall
management of all Hearth
sessions
Set up community-based
monitoring system
Community organizing/
development experience
Experience with participatory
adult learning
Use of food value tables

Marketplace surveys
Menu planning to meet the
calorie and protein requirements
Early childhood stimulation and
development techniques
Community-based monitoring
and evaluation techniques
This Sample Job

Descriptions section
provides ideas to be
adapted for your local
area
1. Hearth Manager/
Lead Trainer
2. Supervisor/
Trainer
3. Village Health
Committee
4. Hearth Volunteer
Qualifications are the

same as selection
criteria
Key competencies
identify the knowledge
and skills needed to
successfully do the job these are identified in
the task analysis.

SUPERVISOR / TRAINER
One of the Hearth

Supervisor / Trainers
duties is to train
volunteers to facilitate
caregivers learning and
conduct PDI and
Hearth sessions.
Duties
Assist in selecting community
volunteers
Train volunteers to facilitate
caregivers learning and conduct
PDI and Hearth sessions
Identify positive deviant families
and assist in conducting PDI
Interact with village leaders,
health facility personnel, and
community health committees
Supervise multiple Hearth
sessions during same period
Assist volunteers to mobilize
reserved mothers so that all
participating mothers have
practice with all the behaviors
Procure ingredients for Hearth
menus and teach volunteers and
mothers to assume this
responsibility
Qualifications
Lives within target communities
Relates well with women and
groups of women
Humble
Key Competencies
Adult education principles
Supervisory skills
GMP technical ability: use of
anthropometric methods
Basic nutrition principles
Community mobilization
Concept of PD
Create monthly plan (agenda/
itinerary) for implementing

Hearth in given geographic area
Assure implementation of Hearth
protocol (wash hands, snack,
cooking and feeding, and
training)
Understand nutrition sufficiently
to substitute menus (added fruit,
replace vegetables, identify
seasonal food calendar)
Assist volunteers to lead
caregivers in cooking process so
food is palatable, tasty, and
appropriate for young children.
Conduct follow-up home visits to
participant homes along with
volunteers
Eighth grade level education

(minimum)
Community health experience
desirable
Use of food value tables

Marketplace surveys
Menu planning to meet the calorie
and protein requirements
Early childhood stimulation and
development techniques
Community-based monitoring and
evaluation techniques

VILLAGE HEALTH COMMITTEE
Duties
Analyze community health
situation and share concerns with
the rest of the village
Participate in identifying
malnourished children through a
nutritional assessment or through
Growth Monitoring
Participate in identifying positive
deviant families and conducting
PDI
Participate in program design
and goal setting
Advocate for resources from
community leaders for Hearth
and Growth Monitoring and
Promotion programs
Manage and coordinate Hearth
activities at the local level,
including scheduling,
procurement of needed supplies
and equipment, selection of
participants and ensuring
participant attendance
Set criteria for selection, select,
and supervise Hearth volunteers
Qualifications
Concern for improving health
and nutrition status in the
community
Collaborate with the organization
implementing the Hearth

program and with district health
staff
Track vital events and report to
community leaders, MOH and
community at large
Manage Growth Monitoring and
Promotion
Promote participation in Hearth
Collect and interpret Hearth data
and Growth Monitoring data and
share this with community
leaders, community members and
health workers
Create and regularly update
community Visual Scoreboards
Evaluate results of Hearth and
determine graduation criteria
Locate other support, as needed,
for Hearth families including
food aid, employment, credit,
agricultural inputs, etc.
Time available to devote to effort

Good teamwork skills
Respected by others
One of the Village

Health Committees
duties is to train
volunteers to participate
in program design and
goal setting.

HEARTH VOLUNTEER
One of the duties of a

Hearth Volunteer is to
supervise caregivers in
processing food, cooking
meals, and feeding
children during Hearth.
Duties
Weigh children, plot weights on
growth chart and counsel
mothers
Participate actively in conducting
PDI
Invite children and caregivers to
Hearth sessions
Buy additional food stuffs and
prepare according to set menu
Motivate mothers to attend and
bring food contributions
Encourage active feeding
Qualifications
Willingness to volunteer
substantial time and her own
home
Married with children
All her children are healthy and
well-nourished
Supervise caregivers in
processing food, cooking meals,

and feeding children during
Hearth
Teach simple nutrition, food
safety, and hygiene messages
during Hearth activities
Monitor attendance, progress,
and food contributions
Report to Village Health
Committee
Provide intensive support to the
mothers in their homes for two
weeks following the Hearth
Respected and trusted

Basic minimum literacy, if
possible
Eager to learn
EXERCISES ADAPTED FOR HEARTH

1. VILLAGE BUILDING
This section is on
Exercises Adapted
for Hearth
Contributed by Dr. Tariq, Regional Health Advisor, Save the Children

Purpose: To illustrate the concept of Positive Deviance using a 3-Dimensional
tool and to generate a discussion among the group
With whom: An assembly of community members, mens group and womens
group
When to use: At orientation meeting, as the first step of the PDI, or at a
feedback session about the PDI findings
Materials: Something to represent houses (small cardboard houses, different
size stones, bricks or mud balls); chalk, stick, or magic markers; 3-5 small
pictures of healthy children; 10-15 small pictures of unhealthy children. If you
do not have pictures, you can use intact leaves to represent healthy children
and torn leaves to represent malnourished children.
Time needed: 20 to 30 minutes
Steps
1. Draw a boundary of a fictitious village. Ask participants to place the
boxes or stones where the homes should be and to draw in other significant
landmarks (road, river, bridge, religious building, school, etc.)
2. Place pictures of children face down under some houses making sure
that several poor houses get a picture of a well-nourished child.
3. Explain to the community members that this is a village where most people
share similar socio-economic conditions. Say that in each of these houses
(pointing to the ones with a piece of paper) live children who are under
three years old. Most of them suffer from malnutrition.
4. Ask volunteers to pick-up the stones or bricks to see what they find there.
5. Ask each one what they have found in their house. They will say a wellnourished or malnourished child.
6. Have the volunteer count the number of malnourished children and the
number of well-nourished ones. Then say: How many malnourished
children do we have in this village? How can we solve this problem?
Many different
exercises can be
adapted and used for
Hearth. Identify the
main message or skill
that needs to be
conveyed and then
develop an effective
way of conveying the
message or skill using
adult learning
principles.
Following are several
examples of exercises
created or adapted for
Hearth. Review
books of adult
learning activities for
other ideas and be
creative.

7. Listen to villagers suggestions. You want to hear them say, We can
learn from the families who have well-nourished children what they do
TODAY to keep their children healthy to make the other malnourished
children healthy as well! If you hear this response, reinforce it. If you do
not, then make the suggestion after allowing for discussion.
8. Invite villagers to make comments and guide the discussion to help them
realize that the same principle can be applied to learn how to keep children
healthy in their village.
2. POSITIVE DEVIANCE BEHAVIORS

Contributed by Dr. Hien, Dakrong District Health Services,
Save the Children/Vietnam
Purpose: To develop community ownership and enable community members

to identify immediately accessible solutions to childhood malnutrition.
With whom: Parents of children less than three years old (or other target age
group); men and women from formal or informal networks; health cadre; village
leaders; etc
IDEA
NOTE ON
MATERIALS !
The giant color-coded
growth chart can be
prepared with the
community after the
nutrition baseline
assessment and the wealth
ranking survey to identify
the PD children (see
Chapter 3). Using each
childs weight, place a star
or figurine on the chart at
the appropriate place for
each child. Use a black
star or figurine for children
from poor families and a
yellow star for children
from well-off families.
When to use: During the community meeting to provide feedback on PDI

findings and conduct action planning
Materials: Giant color-coded growth chart prepared at earlier meeting with
the community; flip chart paper; magic markers; strips of paper; 4 pictures of a
healthy child; 4 pictures of an unhealthy child; tape
Time needed: 2 hours
Steps
1. Before the meeting,
A. Place a picture of a healthy child in the center of the first poster and a
picture of an unhealthy child in the center of the second poster. Repeat so
that each group has both posters.
B. Write or illustrate the behaviors/practices related to health seeking,
caring, feeding and hygiene practices found during visits to PD and nonPD families on separate strips of paper (one practice per strip of paper).

2. Ask the villagers to review the significance of the giant growth chart
previously prepared. Have them come up to the chart and point out the
different channels. Reinforce the fact that although most of the children
from poor families were malnourished, there were several poor families
whose children were well nourished.
3. Divide participants into four groups. Give each group two flip chart size
papers (one with a picture of a well-nourished child and one with a picture
or a malnourished one). Give each group a set of the paper strips with
health seeking behaviors/practices written on them (Group 1: health
seeking; Group 2: caring; Group 3: feeding; Group 4: hygiene). The
facilitator carefully explains that the behaviors/practices written on the
strips were taken from families in their community.
IDEA
" Tip for Step 2

The facilitator can have
several people come up to
the chart and repeat the
explanation in order to
confirm that everyone
really understands it.
4. Ask the groups to review the behaviors and tape each behavior on the flip
chart with either the well-nourished or the malnourished child. Behaviors
they consider to be good should be placed on the chart with the wellnourished child and behaviors considered to be bad should be placed on
the chart with the malnourished child.
5. After 10-15 minutes, ask all four groups to return to the bigger group and
share their findings. For example, the group whose packet of strips
contained behaviors/practices related to feeding (such as, use of colostrum,
non-use of colostrum, immediate breastfeeding after delivery, or initiation
of breast feeding after four days, etc.) should explain why they decided to
put each behavior on one chart or the other.
6. After each group presents, ask all participants to discuss the findings, and
either agree, disagree or amplify. Allow for lots of animated discussion.
Using the experience and wisdom of the entire group is an excellent way
to correct the few errors made.
7. After everyone has presented, re-emphasize that all of the practices you
listed have come from families in THIS community!
8. Ask one person from each group to come up to the chart with the picture
of the well-nourished child and the selected good practices. Have them
place a black X under those practices a poor family could do/use and a
red X under those practices that rich families could do/use.
Note from Vietnam This was not a perfunctory exercise as the

groups identified a few behaviors which ONLY rich families could
do/use, such as the use of soap for washing clothes, and providing
ample warm clothes for the child in winter. All the other behaviors/
EXAMPLE
" Example for Step 6

One group initially
identified using colostrum
as a negative practice, (i.e.
placed it on the chart with
the malnourished child).
After discussion, the entire
group decided that it was a
good practice and moved
it to the chart with the
well-nourished child.
Note from
Vietnam
Initial
brainstorming
EXAMPLE from
participants focused on
getting poorly nourished
families to visit well
nourished ones and learn
what they were doing to have
well-nourished children.
With prompting, villagers
added that it was more useful
to get villagers to
PRACTICE or DO new
behaviors, than to just hear
about them. The full meeting
took two hours and was a
brilliant demonstration of
how the collective ideas,
experience and knowledge of
a community can be tapped
and utilized to solve its own
problems with existing
resources.
The facilitator repeatedly
referred to the fact that the
weighing of the children, the
creation of the large growth
chart and the discovery of the
fact that it was possible for a
poor family to have a wellnourished child were all done
by the community. Similarly,
the discovery of good
behaviors enabling even poor
families to have well
nourished children, were all
based on behaviors/practices
discovered in the homes of
members of their community!
The highlighting of these
facts resulted in a true sense
of community ownership
for defining the problem and
identifying strategies to
overcome malnutrition,
which were demonstrably
accessible TODAY to
everyone in the community.

practices were identified with both a black and a red X signifying
that they were accessible to everyone in the community.
9. In order to create a plan of action, ask the participants what they want to
do about the malnourished children in the community. Hopefully, they
will all agree that they want the malnourished children to become well
nourished. Ask the participants how they can use the newly created charts
of behaviors leading to a well nourished child to improve the health/
nutritional status of all children in the community.
3. BUILDING TO THE SKY

Purpose: To illustrate the concept of sustainability
With whom: Group of community members (leaders, teachers, decision
makers, men, women) and trainees
findings and conduct action planning; at the training of trainers in the PDI
concept
Materials: Four objects of similar size (ex. bricks, books, telephone books,
dictionaries)
Time needed: 5 minutes
Steps
1. Divide the participants into a minimum of three teams. Ask each team to
stand together away from the other teams.
2. Explain that each team needs to build the highest structure they can, in a
short amount of time, using objects available in the room. The team that
builds the highest structure wins.
3. To make it more difficult, hand each team an object of the same size (a
brick or book) and ask them to build on this base.
4. Allow three minutes for the construction.
5. When three minutes are up, congratulate the winning team. THEN
TAKE A PAUSE.
6. Proceed to remove the bases provided to build the structures and watch
them tumble down.

7. Ask the participants what happened.
8. Guide the discussion to explain how this shows the need to build on a
base that involves community partners from day 1. This is a fun game
and powerful exercise to illustrate the concepts of building on existing
resources and using asset-based approaches.
4. LIGHTING THE CANDLES

Contributed by the Save the Children
Afghan Refugee Camp field staff
Purpose: To illustrate how individuals can learn from each other and
disseminate new practices throughout the community
With whom: Group of community members (leaders, teachers, decision
makers and other men and women)
findings and conduct action planning; on the last day of the Hearth session
Materials: 25 to 30 candles and a box of matches
Steps
1. Distribute candles to everyone in the group.
2. Identify two or three active community members from the audience and
light their candles.
3. Ask each identified community member to light the candles of their
neighbors on either side.
4. Ask these individuals to light the candles of others around them, and so
on.
5. Ask participants to explain what the activity means.
6. Guide the discussion to illustrate the impact of participants
commitment to disseminate what they have learned to others (relatives,
friends, etc.). This activity can also illustrate the idea of progress from
darkness to light, especially if carried out in the evening.
IDEA
Variations
on
Lighting
the Candle
Exercise
#1: Illustration of PD
Concept in Advocacy
Instead of having the
facilitator strike the match
and light a few candles,
have two or three
individuals in the audience
carry candles and matches
(representing PD
individuals with PD
behaviors). Each of them
light their own candles and
then turn to their
neighbors to light theirs.
# 2: Comparison of
MOH Outreach and
Community-Based
Systems (Use during
training) The identified
outreach worker lights her
candle then proceeds to
light each candle in the
audience. The exercise is
then repeated using the
original version described
above. Discuss the
differences in the
experience and in the total
amount of time needed.

5. COPING MECHANISM
Purpose: To illustrate that some people are better at coping in situations
with little (or decreasing) resources than their neighbors may be
Materials: Several large pieces of paper / cloth
Time needed: Approximately 10 minutes
Fold the papers so small

that only one group is
able to stay within the
bounds of their piece of
paper.
Steps
1. Divide participants into groups of three or four and give each group an
identically-sized piece of paper or cloth. (Ideally there should be a minimum
of three groups for this exercise.)
2. Explain that each team will need to arrange themselves so that all members
are standing on the piece of paper with no parts of their bodies touching
the floor. The group that manages to do so will win.
3. Once the teams successfully complete the exercise, congratulate them.
Then, ask them to step off, fold each of their papers in half and ask them
to repeat the exercise. Repeat this step until the papers grow so small that
only one group is able to stay within the bounds of their piece of paper.
Congratulate the winning group.
4. Ask participants to explain the relevance of the exercise to the topic under
discussion. For example: How do people manage when resources are
dwindling? What coping skills do some individuals or groups develop to
face a crisis? What are the characteristics of a PD behavior?
6. SMALL GROUP EXERCISE

Purpose: Improve understanding of the Positive Deviance approach
Materials: None
Time needed: 30 minutes (15 minutes in small groups; 15 minutes for
large group discussion)
Steps
1. Divide participants into three groups. Assign each group one of the
following questions or statements to discuss.
2. Ask each group to report back to the whole group on their discussion.

Group 1: Answer the following question How does the Positive
Deviance Approach differ from traditional development problemsolving tools? Provide flipcharts with two columns (one for
traditional tools and one for PD) and ask participants to record their
answers in the appropriate column.
Group 2: Discuss the statement The PD approach is a tool for
ensuring sustainability of a development project.
Group 3: Discuss the statement Positive Deviance = finding
solutions to community problems within the community.
7. ASSUMPTIONS
Purpose: Identify causes of malnutrition; challenge preexisting
assumptions
Materials: Flip chart; markers
Steps
1. Ask participants to write down what they believe to be five causes of
malnutrition.
2. Compile the different lists and write the most commonly listed items in
order on a flip chart.
3. Challenge the group to identify which causes are assumed and not
necessarily true.
4. Discuss how malnutrition is not directly correlated to economic status.
People usually assume that with increased income, nutrition improves.
People with increased income may purchase other luxury items instead
of nutritious foods for their family. This is why visiting a well-to-do
family with a malnourished child is sometimes included in the positive
deviance inquiry.
People usually assume

that with increased
income, nutrition
improves, but people
with increased income
may purchase other
luxury items instead of
nutritious foods for their
family.

Variation
on Costs
of PD
EXAMPLE Behaviors
Exercise
Demonstrate the cost
benefits of the PD/Hearth
approach by asking
participants to compare
and discuss the following
costs and methods of
rehabilitating a
malnourished child:
Cost of hospital
admission: $100
Cost of admission to
a nutrition
rehabilitation
center: $35
Cost of participating
in a Hearth: $4
8. COSTS OF PD BEHAVIORS
Purpose: Build awareness of the inexpensive behaviors and practices that
can reduce malnutrition even among those in poverty
Materials: None
Steps
1. Ask participants how much it costs to:
Use local vegetables
Use a Positive Deviance food that can be gathered
Breastfeed
Wash their hands
Practice personal hygiene
Care for a child
Interact with a child
Stimulate a child
Prevent dehydration
2. Explain that although most people point to poverty as the main cause of
malnutrition, there are good nutrition practices unrelated to income which
are inexpensive, and sometimes even free

9. TRADITIONAL MEALS
Purpose: Demonstrate the value of traditional meals and the use of meal
planning tools
Materials: Drawing of the food square
The Food Square
cereals
fats
(growth)
(energy)
breast milk
vegetables
(vitamins, minerals)
proteins
(animal
products for bones,muscles)
Time needed: 30 minutes

Steps
1. Go around the room and ask each participant to describe her/his favorite
traditional meal or dish that their grandmother used to prepare.
2. Use the food square method (covered in Chapter 5) to analyze the
nutritional value of the traditional meals.
3. Discuss how traditional meals are usually well-balanced and nutritious
and how in modern times we may forget some of our ancestors wisdom.

10. FOOD CHOICES
Purpose Teach the principles of good nutrition
Materials None (flip chart or paper optional)
Time 15 to 20 minutes
Steps
1. Lead participants through a quick 24-hour dietary recall of everything
they have eaten.
Lead participants
through a quick 24-hour
dietary recall of
everything they have
eaten.
2. Discuss their food choices and how nutritious they are.
SAMPLE TRAINING OUTLINE FOR VOLUNTEERS
MODULE ONE
Participants: Hearth volunteers selected by villagers from different
villages
This section
contains a
volunteer Training
Outline used by
Save the Children,
Myanmar
Duration / Time Frame: 2 days (Day 1: 6 hours; Day 2: 6 hours)

Training Objectives: After this training, participants will be able to:
1. Explain the two goals of the project to mothers and other
caregivers
2. Convince mothers and family members to bring their daily
contribution of special food to the PD/Hearth session
3. Set up and carry out a PD/Hearth session in their home or other
community members home
4. Teach mothers and family members their roles and responsibilities in
order to make the PD/Hearth successful using a visual aid (poster)
5. Create and use the PD/Hearth book
DAY 1 (6 hours)

Outline
I. Review
A. Greeting/Introduction
B. Review of the findings from PDI (Flip charts on PD findings)
C. Review Whom do we want to help? (Poster of GMP results)
D. Objectives of the PD/Hearth training (Flip chart 1)
II. Information on PD/Hearth
A. What are the two goals of the PD/Hearth? (Flip chart on objectives)
B. What is a Hearth session? When to carry out the Hearth (Flip chart /
calendar)
C. Who will work together to rehabilitate the malnourished children and
what is the role of each person?
D. Role of the volunteer
E. Admission criteria to attend the Hearth session
F. Individual family food contribution to the joint rehabilitation of
G. Exercise 1 Making Posters for the two objectives and family food
contribution
H. Role play with posters
Materials:
Flip chart, flip chart
paper, white board, duster
and marker pens.
Poster on village tract
GMP results
Posters on PD findings in
the village tract
Food Square Chart
Foods from four food
groups, especially PD foods
Pictures or illustrations
of PD foods for poster
making
350 grams each of
uncooked and cooked rice
Local measuring tools
(tin cups, spoons, local
weights, balance, etc.)
Menu visual aid and PD/
Hearth menu sheet.
Monthly calendar poster
One model PD/Hearth
book for each group
Model of a poster about
the purpose of the PD/
Hearth messages for each
site
Color pens and large
papers (two papers for each
group)

III. Making Menus for the PD/Hearth
A. Food square analysis
B. Making the Hearth menu
C. Making a special menu: the menu of poor families with wellnourished children
D. Calculating each portion per child with home measurements
E. The Hearth menu schedule
F. Cooking lunch together and giving the project a local name
G. Inventory of one song for the PD/Hearth, role play
Make a special menu of

poor families with wellnourished children
DAY 2 (6 hours)
I. Review from Day 1

A. Role play with poster on goals of PD/Hearth and family
contribution
B. Review of beneficial household-based feeding, caring, hygiene and
health-seeking behaviors (including PD practices)
II. Protocols
A. What is a Hearth book?
B. Exercise 2: Making a Hearth book
C. Tools needed for a Hearth session
D. Procedures and tasks for day one of the Hearth session
III. Logistics
A. Preparation for the first Hearth session
B. What to say to the family of malnourished children (role play)
C. Practice of interactive song
D. Completion of the days training
MODULE TWO
Participants: Hearth volunteers selected by villagers from different
villages
Duration / Time Frame: 2 days (Day 1: 4 hours; Day 2: 6 hours)
Training Objectives After this training, participants will be able to:
1. Use the visual aids effectively
2. Carry out focus group discussion with caregivers of malnourished children
on different topics during daily Hearth sessions
3. Assess individual childrens progress and counsel caregivers accordingly
at the end of the Hearth session
4. Report on the outcomes of the Hearth session to the Village Health
Committee (VHC)
DAY 1 (4 hours)
I. Review of current Hearth

A. Greeting and introduction; Objectives of the Hearth training
B. Review of the Hearth goals (flip chart)
C. Feedback on week 1: lessons learned (flip chart)
D. Review Hearth menu (food squares flip chart & handouts)
E. Role of fathers (optional)
II. Topics for discussion at Hearth and focus group discussion
A. Overview
1. Review feeding, caring and health-seeking practices
2. Presentation of the four visual aids
3. Explain the schedule of basic messages (flip chart & handout)
B. Topic One: Food and body hygiene
1. Facts (flip chart and soap)
2. How to present the visual aid (questions)
3. Trainer role play of facilitating a focus group discussion
4. Volunteers role play of facilitating a focus group discussion
and feedback
C. Topic Two: Breastfeeding
1. Facts (Flip chart, questions, and demonstration)
2. Review of how to have a focus group discussion with questions
on breastfeeding
3. Volunteers role play focus group discussion on topic two and
feedback
Module two is carried

out after the first week
of a Hearth session and
before the second week.

DAY 2 (6 hours)
Warm-up Two childrens songs involving movements (body and flies)

I. Review Day 1
II. Hearth topics
A. Topic Three: Prevention and treatment of sickness
1. Facts (flip chart home based ORS)
2. Review questions for focus group discussion
3. How to check young childrens breathing rate and make ORS
at home (practice with children)
4. Volunteers role play a focus group discussion on topic three
and feedback
Review Hearth topics

such as the prevention
and treatment of
sickness facts using a
flip chart showing home
based ORS.
B. Topic Four: Caring for the young child

1. Facts (flip chart and interactive games/song)
2. Review questions for focus group discussion
3. Volunteers role play a focus group discussion on topic four and
feedback
C. Topic Five: Last day message What we can we do at home by
ourselves?
1. Poster on variety of food and PD inquiry findings
III. Procedures for last day of Hearth
A. Procedures and tasks for day 12 of the Hearth session
B. Counseling the mothers and family members at the end of the
Hearth session
C. Using role play to practice counseling the mothers and family
members
D. Creating a report of Hearth
WHERE ARE YOU?
STEP 3
STEP 1
Decide if this
program is
right for you
Prepare for a Positive Deviance Inquiry:

A.
B.
C.
D.
E.
Determine the target age group

Conduct a nutrition baseline assessment
Conduct a situational analysis
Conduct a wealth ranking survey
Meet with community for feedback on
baseline nutrition survey, introduction of
PD concept and setting of goals and
objectives
F. Identify Positive Deviants
G. Train and prepare the PDI team
Positive Deviance Inquiry (PDI) is a community-specific survey tool

used to discover the positive deviant caregivers successful or desired
practices that can be replicated by others in order to address a community
wide problem. In PD/Hearth programs, the focus is on practices to reduce
childhood malnutrition.
Before the PDI can be conducted, steps A through G, listed above, need to be
carried out. The process is most commonly carried out in one to three weeks.
Since childrens nutritional status can deteriorate quickly, there should be a
minimum of delay between the nutrition assessment, wealth ranking and
identification of PD families. The best results are achieved when a multidisciplinary team conducts these steps as each individual brings a different
perspective to the study.
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
STEP 6
Conduct
Hearth
Sessions
STEP 7
Support
New
Behaviors
STEP 8
Repeat
Hearth
Sessions as
Needed
1 Day
identify
target group
in community
1 or 2 Days
conduct
baseline
nutritional
survey
1 to 3 Days
conduct
situation analysis
& wealth
ranking
1/2 Day
meet
with
community
1 Day
train &
prepare
PDI
team
STEP 9
Expand
PD/Hearth
Programs
CHAPTER THREE
Step 3: P
repare for a P
ositive
Prepare
Positive
Deviance Inquiry
If there are too many

children under five to
include them all,
consider inviting
children between the
ages of seven months
and three years to the
Hearth --- research
indicates that this
period is the time when
children are most
vulnerable nutritionally.
A. Determine the Target Age Group

In many cases, your funding source may determine the target age group for the
PD/Hearth effort. If it does not, involve the community in making this decision.
Will you focus on all children under three years of age? All children under
five? Since children should not be given complementary food until six months
of age, the youngest child targeted should be seven months old. If there are
too many children under five to include them all, consider inviting children
between the ages of seven months and three years to the Hearth. Children
under three years of age grow faster than at any other age, are the most
vulnerable to disease, wasting and stunting, and respond best to immediate
intervention. Additionally, research indicates that this period is the time when
children are most vulnerable nutritionally. If there is widespread malnutrition
within a community and the numbers are large, it would be wise to concentrate
your health efforts on seven to twenty-four month olds.
B. Conduct a Nutrition Baseline Assessment
Guidelines for weighing

and measuring children
are provided at the end
of this chapter and
Weight for Age
standards are listed in
Table 3.5.
The nutrition baseline assessment identifies malnourished children and serves

as a community mobilization tool. It is important to weigh every child in your
target age group. Weight for height is a preferable measure for assessing acute
malnutrition, or wasting. However, since weight for age is the most sensitive
to change, it is the method used in most PD/Hearth programs to assess children
who are underweight.
Each underweight
child must be
classified
by
weight-for-age
standards into
mild, moderate or
severe malnutrition status.
Guidelines for
weighing and
measuring
children
are
provided at the
end of this chapter
and Weight-forage standards are
listed in Table 3.5.
When growth monitoring and promotion (GMP) already exists in a community,
the nutritional assessment can begin at the growth monitoring sessions, but
data used must be from the current month. If growth monitoring does not
exist, consider starting GMP concurrently with PD/Hearth on a regular basis
to identify and monitor individual childrens growth status.
58 / Chapter Three: Prepare for a Positive Deviance Inquiry
It is important to notice who does not get weighed. It is rare that 100% of
the target group will be participating in the monthly GMP weighing sessions
and it is usually the malnourished children who are the first to skip or miss a
growth monitoring session. The children regularly attending are usually selfselected and from already motivated, health-conscious families.
Where growth monitoring is not in place, or where children are being missed,
project staff and volunteers should go house-to-house, identifying all children
in the target age group as a census and weighing them. This process ensures
no children are missed and the stress and chaos of group weighing are avoided.
Analyze the Data
Individual child data is recorded on a Growth Monitoring Card that is maintained
by the caregiver. This data is important to the caregiver, and graphically shows
over time whether a child is growing well or is growth faltering, and in need of
specialized counseling. On a Growth Monitoring Card there are typically three
paths, which indicate the nutritional status of the child. In some countries,
these are colored as shown in Table 3.1 below.
TABLE 3.1 GROWTH MONITORING CARD
Lines on Graph
Malnutrition
Status
C olor
(most common)
Top li ne
Normal
Green
2nd li ne
Mi ld
Li ght Yellow
3rd li ne
Moderate
Yellow
Below the 3rd li ne
Severe
Red
Road to Health Card
Weight in Kilogrammes
Green
Yellow
Red
Two to Three Years

Birth to One Year
One to Two Years
When children are not

getting weighed, it is
usually due to one of
the following reasons:
Weighing is not
available in their
village
or
Weighing is present,
but:
The family is
unaware of the
weighing;
The family is
unmotivated to attend;
The family is
embarrassed to come
because their child is
underweight;
The family has had
previous bad
experiences at
weighing sessions;
Previous sessions
havent had any
perceived benefits or
meaningful follow-up;
or
The family believes
that weighing is
harmful to their child.
Other more sophisticated standards exist for assessing a childs nutritional status.
Table 3.5 provides weights for age standards for boys and girls aged 0-60
months. These tables are often available through the country Ministry of Health
Nutrition Office. Weights that are one standard deviation below the norm or
median are considered mild malnutrition; two standard deviations below the
norm indicate moderate malnutrition; and three standard deviations below
the norm are severe. Standard deviations from an international norm are
commonly referred to as Z-scores. A comparison of these three types of terms
can be seen below. Research studies often use Z-scores in order to provide
information that is comparable across different countries.
TABLE 3.2
MALNUTRITION LEVELS BY STANDARD

DEVIATIONS OR Z-SCORES
Malnutrition
Status
IDEA
Crosscheck
Children
Do a crosscheck to see
if you identified all the
children in a particular
age category
(remember that it is
likely that not all
children were weighed).
Some general rules of
thumb in developing
country situations:
If you targeted the
under-fives, they
should equal
between 16-20% of
the total population
If you targeted the

under-threes, they
should equal 10-14%
of the population
Standard Deviation
(SD) below the norm
Z-Score Notation
Normal
Median
Median
Mild
< -1 Z-scores
Moderate
< -2 Z-scores
Severe
< -3 Z-scores
For the remainder of this resource guide, we will use the terms normal, mild,
moderate and severe malnutrition. Check with your Ministry of Health for the
standard in your country. Regardless of the method used, it is important to be
able to track the change in the childs weight over time.
Each individual childs weight or nutritional status can be graphically portrayed
on a community scoreboard to help the community understand the overall
nutritional status of children in the community. When large numbers of children
are malnourished, this graphic representation is often a motivator for the
community to take action. To avoid embarrassing some families, the scoreboard
should only show marks or symbols, not names of children.
Using the total number of children under three (or under five) in the community,
tabulate how many children are in each nutritional status category. Use a table
similar to Table 3.3. When all children are weighed, the nutritional assessment
is based on 100% registration of the target population. The total number of
under-threes (or under-fives) provides the denominator for the proportion of
malnourished children in the community. Next, figure out the percentages that
fall into each category of malnutrition. Take the total number in the category,
multiply it by 100, and divide by the total target population.
TABLE 3.3
PERCENTAGE OF TARGETED CHILDREN

BY NUTRITIONAL STATUS
Nutritional Status
Number
Percent
Normal
Mild malnutrition
Moderate malnutrition
Severe malnutrition
Total
Graphically Prepare the Results
This initial assessment serves as an important baseline for the intervention.
The community needs this information. It belongs to them and must be shared.
There are several ways to present the data so that it can be easily understood
and the community can see the extent of the problem. The information should
be shared with local health workers, the village health committee, community
leaders and any other community groups. This is the start of creating visual
scoreboards to track progress towards combatting malnutrition. The initial
pie chart (or other visual aid) represents the baseline data. Subsequent data
would be compared to this.
Pie Chart
Pie charts are useful for showing the proportion of children falling into each
nutritional status. Staff can show community members how to make a pie
chart using proportions of well-nourished, mildly malnourished, moderately
malnourished and severely malnourished children. For pie charts, a powerful
illustration is to show only two groups in the pie chart: those who suffer from
all levels of malnutrition, and those who are well-nourished.
Colored Stick
A stick can be painted different colors according to the
percentage of children in each category of malnutrition.
Stick Figures
Stick figures can be used to demonstrate the percentage of children in each
category. When you use ten stick figures, each figure represents ten percent of
the population. If thirty percent of the population were malnourished, three
out of the ten stick figures would be painted red.
Large Poster
Each childs weight-for-age can be plotted on a poster or giant flip chart version
of the Growth Monitoring Card. This depiction shows the frequency of
malnutrition among the children and the extent of the program in addition to
improving the understanding of the community.
Emphasize the
importance of
community-based
scoreboards that are
understood by the
community, so that they
can see the impact of the
Hearth approach on
their community
statistics and overall
health.
C. Conduct a Situational Analysis

Good program planning is based on having a comprehensive understanding of
the current situation in a community. In addition to the nutrition baseline
assessment, important information to gather includes:
General health situation: immunization coverage; incidence and case
management of Acute Respiratory Infections (ARI), especially
pneumonia, diarrheal disease, malaria, and worms in young children;
Vitamin A deficiency; family planning acceptance; and access to maternal
and child care.
Levels and causes of under-five mortality: including medical causes
(diagnose) and system causes (late care-seeking, low quality care, etc.).
In parts of Mozambique,
it is believed that a
spirit sitting on the
child causes marasmus.
Only a witch doctor can
exorcise, or lift, the bad
spirit from the child.
The child normally stays
with the witch doctor for
two weeks. The
improvement in a childs
condition while
attending Hearth
sessions starts to show
within two weeks.
Mothers felt
comfortable with the
two-week sessions since
it was familiar in their
cultural context as a
healing period.
Current behaviors and beliefs: household feeding, caring and healthseeking behaviors; commonly held beliefs surrounding food and health,
including taboos and norms; and availability of clean water.
To plan the Hearth, staff will need to fully understand local beliefs and practices.
Even if they are from the area, they may not have paid much attention to child
feeding or caring practices, particularly those of lower socio-economic groups.
Since PD/Hearth aims to change the conventional wisdom and guide the
community in adopting ways to prevent and eliminate malnutrition, it is
important to articulate and document the preexisting community-wide norms.
Clarifying the norm allows for easier identification of the positive deviants and
serves as a qualitative baseline against which changes in feeding, caring and
health-seeking practices can later be compared.
There are a number of different methodologies for collecting information and
assisting a community to tell its own story. It is suggested that several different
methods be used to validate information, commonly called triangulation of
information. The project team should use both quantitative and qualitative
information. Quantitative information can include written documents, such as
government records or health facility data that will help the project team and
the communities understand key causes of childhood death and disease. If
these data are not available, then the project team may need to conduct a
Knowledge, Practice & Coverage (KPC) survey of the area to better understand
the extent of the childhood nutrition and disease problem. The KPC survey
consists of a predetermined set of questions posed to a randomly selected
group of respondents. References for more detailed information on carrying
out a KPC survey can be found in the Resource section at the end of this
manual.
The quantitative data need to be complemented by qualitative information that
provides in-depth information on the local beliefs and practices in a variety of
settings. Many useful tools come from social anthropology; the most commonly
used tools for PD/Hearth are those known as Participatory Rural or Rapid
Appraisal (PRA) and Participatory Learning and Action (PLA). The PLA
applies a community development, problem-solving approach in which A list of sample focus

facilitators work with communities to help them analyze causes of a problem, group discussion
identify solutions, and develop and implement a plan of action.
questions can be found

PD/Hearth volunteers and program staff often start a PLA or PRA by conducting in the Information
key informant interviews with women leaders or focus group discussions with Gathering Mehods at
women and other decision makers to understand breastfeeding practices, the end of this chapter.
weaning practices, mothers workload, child care concepts, beliefs about child
rearing, environmental hygiene practices, and perceptions about causes of child
malnutrition. Interviews and focus group discussions should be complemented
by other information gathering methodologies to better understand the various
factors that contribute to malnutrition. The notes collected by staff and
volunteers can later be compared and discussed to identify the behaviors or
beliefs targeted for change.
Focus group discussions in one project area identified a
weakness in getting food from the field to the child. Fathers
are generally absent, working in another country, and are
unable to help the mothers with household chores or provide
moral support in raising a child. The mother labors almost all
day in the fields in order to bring the food into the household.
When she returns home, she then starts fetching water and
cooking the food. It is difficult for her to find enough time or
energy to properly sit down and patiently feed her children. As
a result, children must fend for them-selves, often eating out of
a common plate with older siblings. The faster, stronger and
older children get the largest portions.
While it is common for women to breastfeed for two years,
mothers who become pregnant before that time is up, abruptly
wean the child. This practice is strongly encouraged by
mother-in-laws who strictly prohibit breastfeeding during
pregnancy. Once a child is prematurely deprived of breast
milk, growth starts to falter.
A survey of daily eating patterns among children
in Sri Lanka found the typical meal to be:
EXAMPLE
Breakfast: Biscuits and tea
Lunch: Rice or yams with green leaves and coconut,

dried fish and vegetable curry
Between Meals: Cup of plain tea
Dinner: Bread or string hoppers with curry
It is difficult for many

Mothers to find enough
time or energy to
properly sit down and
patiently feed her
children.
TABLE 3.4 INFORMATION-GATHERING METHODOLOGIES
Table 3.4 at right lists a

number of information
gathering methodologies
that can be used, and the
types of data that each
provide. These methods
should be used as
needed to gather the
information required.
An asterisk (*) indicates
directions for carrying out
the methodology can be
found at the end of this
chapter.
Methodology/Tool
Information C ollected
A. Single Informant Interview

Standardi zed C losed-Ended
Intervi ews of Key Informants
C omparable results across households helps

determi ne reported and actual chi ldcare
behavi ors
24-hour di etary recall
Mother's i nventory of chi ld's food i ntake for the

precedi ng 24 hours; focus should be on types
of food rather than quanti ty; frequency and
types of snacks (a type of close-ended
i ntervi ew)
Standardi zed or Semi Structured Open Ended

Intervi ews of Key Informants
Eli ci ts more parti ci pati on from households and

i ncreases understandi ng of chi ldcare
behavi ors and thei r context, e.g. household
roles governi ng chi ld care, deci si on maki ng,
etc. (C ommonly used i n PD /Hearth programs)
B . Group Interview s
Focus group di scussi ons*
Provi des contextual i nformati on for feedi ng,

chi ldcare, hygi ene and health-seeki ng
reported behavi ors
C ommuni ty mappi ng*
Provi des locati ons of poor and wealthy

houses, health centers, water pumps, agri cultural fi elds, schools, reli gi ous bui ldi ngs, etc.
Trend li nes*
Vi sual depi cti on of major trends i n malnutri ti on

status, food avai labi li ty, economi c si tuati on,
populati on growth, etc. over the last fi ve to ten
years
Seasonal calendar*
Vi sual depi cti on of food avai labi li ty, workload,

and di sease prevalence due to seasonal
changes
Ti me use
Vi sual depi cti on of how women spend thei r

ti me
Ti me li nes (local hi story)
C hanges i n food usage and practi ces over

ti me
C . Systematic Interview ing

Rati ngs / Ranki ng of healthseeki ng practi ces
To whom communi ty members go when

chi ldren are si ck
Pi le Sorts of Illnesses
Percepti on on most common causes of

chi ldhood i llness and malnutri ti on
D . D irect Observation
Home vi si ts
Actual food preparati on, feedi ng, cari ng and

health-seeki ng behavi ors through parti ci pant
observati on
C onti nuous Moni tori ng
C hanges i n actual feedi ng, cari ng and health seeki ng behavi ors i n vari ous home contexts
Several beliefs and customs discovered in one

qualitative study were subsequently used to
shape PD/Hearth messages in the project:
EXAMPLE
Children need protein and should not avoid meats

and eggs
Fathers and grandparents help feed the children and

should be involved in the PD/Hearth program
Since the mother decides what can or can not be eaten by

a child, decision-making messages about food should be
targeted at the mother
Complementary foods such as smashed orange, papaya,

congee and coriander can be given at weaning time instead of
waiting for a child to turn 1year of age
Additional messages are required about proper feeding
Fathers and others who

help feed the children
should be involved in the
PD/Hearth program
when a child is ill since sick children are often only fed
porridge
Messages about caring for the child during episodes of

acute respiratory infection should be built into the PD/Hearth
since the most common illness is ARI
The family is most concerned about diarrhea and

convulsions and wants to better understand both prevention
and care
Mothers are typically more concerned about the taste of

food rather than the nutritional content; basic food pyramid
messages will be important
Mothers spend too much time cooking foods which do not

pay back in terms of good nutrition; nutritious recipes will be
helpful during the PD/Hearth
D. Conduct a Wealth Ranking Survey
Develop wealth-ranking criteria with the community and work with community
members to classify households by socio-economic status. This can be as
simple as differentiating poor households and wealthier households. Hearth
volunteers and village health committee members who have close contact with
the community are best positioned to design the wealth ranking since the criteria
are very culturally specific.
Wealth ranking can be

conducted while the
nutritional assessment
is taking place, while
results of growth
monitoring are being
tabulated, during the
situational analysis or
immediately afterwards.
Questions to Guide
Wealth Ranking
Criteria:
How would you
describe poor and
wealthy households?
Where do poor and
wealthy families live?
What are their homes
like?
What do they wear?
What types of food
do they eat?
What do they do for
recreation?
Who are the main
caregivers for the
children?
How much do they
spend on health care in a
year?
What types of work
do the men do?
Women? Children?
Wealth ranking criteria for a community in Mali:
EXAMPLE
Richest Family owns donkey(s) and a cart

Middle Family owns one or more donkeys
Poor Family does not own donkey
Wealth ranking criteria for a community in Guatemala:

Richest Children wear leather sandals/shoes that cover toes
Middle Children wear plastic sandals or boots
Poor Children wear no shoes/sandals
E. Meet with the Community

Organize a meeting with the community to provide feedback on the baseline
nutritional survey, introduce the PD concept and collectively set goals and
objectives. A typical agenda for this meeting may include:
Interactive sharing of
baseline nutritional
survey with graphic
presentation
Review of
signs of
malnutrition
(physical and
psychological)
Exploration of
short-term and
long term
effects of
malnutrition
Review of some causes of malnutrition (incorporate information from

focus group discussions and PLA activities)
The main goal of a

nutrition rehabilitation
project using the PD/
Hearth approach is
sustained rehabilitation
of poorly nourished
children.
Setting goals and objectives

Introduction of the PD concept (see Chapter 2 for sample exercises)
Set Goals and Objectives
During the community meeting, guide the group to develop formally stated
goals and objectives for the program. The main goal of a nutrition rehabilitation
project using the PD/Hearth approach is sustained rehabilitation of poorly

nourished children. It is much larger than simply rehabilitating children currently
suffering from malnutrition. It extends to: children who are younger siblings,
those not yet malnourished in the community, and future children, not yet born.
All these groups are affected because the PD/Hearth approach is focused on
changing behavioral norms in the community, thereby preventing future
malnutrition.
Set clear objectives, stated in measurable terms for the program as a whole
and with each specific community. Hearths are time-limited in nature; the Hearth
sessions will only run 8-12 months total, and then hopefully be no longer needed.
If they are running properly, they should accomplish their goal of sustained
behavior change to prevent future malnutrition in that amount of time.
Sample Process for Guiding Community
in Setting Goals & Objectives
Staff leads the community group in a discussion
using the following questions:
Q: What is the problem we want to solve?
A: Malnutrition
IDEA
Q: What do we want to do to solve the problem?

A: Answers should include rehabilitate all malnourished
children.
Q: Is it enough to rehabilitate the children?
A: No, there is also a need to keep children well nourished
after Hearth sessions.
Staff shows the community a flip chart with the following
objectives:
Rehabilitate children
Sustain the rehabilitation
Prevent future malnutrition
Subsequent discussion leads to community commitment
to following through with their role in supporting each of
the objectives:
Provide adequate food to malnourished children; attend
Hearth sessions
Bring food/fuel contribution to each Hearth session; share
appropriate feeding and caring practices
Support mother/caregivers in their home setting to use new
foods and feeding and caring practices
Discussions should lead

the community to
understand their role in
rehabilitating
children
sustaining
rehabilitation
preventing future
malnutrition
F. Identify Positive Deviants

After the community-wide meeting, village leaders and Hearth volunteers work
together with staff to identify the positive deviants by listing the children found
to be well-nourished and identifying those who come from poor families. Table
3.4 represents a simple chart for this information.
TABLE 3.4 MATRIX OF NUTRITIONAL STATUS AND
SOCIO-ECONOMIC STATUS
Number in
P oor
Households
General criteria for
selecting PD families:
Poor family (low
income)
Normal nutritional
status of child
Minimum of two
children (must be close to
average family size)
Family should be
representative of
geographical and social
groups living in the village
No severe health
problems
PD family must belong
to mainstream
community
Head of household
should have same
occupation as the majority
of villagers
Must have access to
same resources as others
in the community
Family is found in the
identified minority (if the
program targets minority
communities only)
Gender of PD child can
be a criterion in genderbiased cultures
Number in
Wealthier
Households
Well-Nourished
Children
# Children
(Positive Deviants)
# Children
Poorly-Nourished
Children
# Children
# Children
(Negative Deviants)
The volunteers assess the positive deviant children for other factors that might
make them special, such as being the only child, having wealthy grandparents,
etc. These families would be eliminated. Those families that remain share the
same risks as the average household. These are the Positive Deviant families
and from them, PD children and households are selected. It is important to
remember that the community needs to be large enough to find a Positive
Deviant and it helps if the demographic make-up of the community is somewhat
homogenous. There will be
some variability in the
criteria for selecting PD
families based on culture.
Some issues such as
average family size in the
area and gender bias need
to be taken into account.
The PDI should be
conducted as soon as
possible after the Positive
Deviants are identified.
A PD child cannot:
Be a big baby who is losing weight now
Be a child with a begging or scavenging background
Be a first-born or only child since it may receive special care
Have any severely malnourished siblings
Have any severe or atypical social or health problems
Have a family enrolled in a supplementary feeding program (this
will skew results)
Be a very small, low-weight baby who is now growing well
Guiding the team

As the Positive Deviance Inquiry (PDI) is at the heart of the Hearth Program through practice
design, it is essential that the PDI team be well trained and prepared. This will interviews using role
usually take up to two days.
plays is a good
opportunity to learn as
The following topics should be covered:
well as adapt the PDI
Overall concept of PD approach
tool as needed. Pay
Purpose of PDI
attention to confusion
Review of feeding, caring and health-seeking behaviors
on terms in the local
Introduction to the two tools for gathering PDI information:
language and the need to
Observation Checklist and Semi-structured Interview Guide
add more space to the
(discussed in greater detail in Chapter 5)
Information-recording protocols
form or rearrange
Norms and guidelines for home visits
questions based on the
interview flow.
In the training, the most important skills to be learned are:
Information about
Accurate identification of household practices which do or do not
training and several
contribute to good nutritional status of local children, and
sample training
Good observation and interview skills with an emphasis on probing
exercises are included in
and listening skills
Chapter 2.
G. Train and Prepare the PDI Team
These can be taught and practiced through role plays.
INFORMATION GATHERING METHODS

This section provides
sample questions for
Focus Group
Discussions.
Select the questions
that will be most useful
in your situational
analysis and lead the
group through a
participatory discussion
around the given topic.
NOTE: Precede
fact-finding questions
with expressions
usually ..., or
normally ..., and
in your village ...
Precede attitudinal
questions with
expressions
in your opinion ...,
or according to you ...
1. FOCUS GROUPS (Sample Questions)

I. Questions for Mothers of Young Children
BREASTFEEDING PRACTICES
1. What would be good to give newborns at birth? Why?
2. How much time after birth is a newborn given breast milk? Why?
3. What do you call the first milk that comes out of a womans breast
after having her baby?
4. Would it be good to give your babies this yellow liquid (name) that
comes out in the first hour after birth? Why?
5. Up to what age does a mother give only breast milk to a baby?
Why?
6. Until what age would it be good to give a baby only breast milk?
Why?
7. Why is it that some mothers dont give only breast milk during the
first six months?
8. What else do they give their babies to eat or drink?
9. What are some of the problems that mothers have that prevent
them from using only breast milk for the first six months?
10. What are things that you think can make a mothers breast dry
up?
11. What can a mother do to produce more milk?
12. How do mothers and babies benefit from breastfeeding?
13. What illnesses do babies have that cause them to stop
breastfeeding?
14. When mothers stop breastfeeding, what foods and drinks do they
give their children and in what containers?
15. Until what age do the majority of mothers breastfeed the child?
COMPLEMENTARY FEEDING HABITS
1. At what age are food or liquids other than breast milk introduced?
Why?
2. What is the first weaning food made of? How long is it used?
3. What foods are considered healthy for young children?
4. What foods should not be given to young children?
5. How many times a day are children offered something to eat (meals
and snacks)?
6. Until what age does a child eat this number of times? Why?
7. In what container do you give your children food when they are
first beginning to eat?
8. Who feeds the child and how does the child eat (hand, spoon,
chewing)?
9. Do other people also feed the child?

10. What problems do you have feeding your young children?
11. When a child does not want to eat, what do you do?
12. When a child is recovering from illness, do you give him/her
different foods?
13. Who decides what the child can or cannot eat in the household?
MALNUTRITION
1. What is a malnourished child?
2. What is malnutrition?
3. How do you recognize malnourished children?
4. How does malnutrition affect children in the future?
5. What causes malnutrition in children?
CARING PRACTICES
1. How often are young children bathed? Hands washed?
2. How much time do mothers usually spend with their children daily?
HEALTH-SEEKING PRACTICES
1. Do you feed the children when they are sick? What do you give
them?
2. When a child is sick, what foods should be avoided?
3. When a child is sick, from whom do you seek help first?
4. When your children have diarrhea, what do you do? Do you feed
him/her same, more or less food and liquids? Why?
5. Do you buy food for the child outside? If yes, what food? (snacks,
fresh food) How often?
6. From whom (specific food stall vendor) and why?
7. For lactating mothers only: What do you do when you are sick?
II. Questions for Community Informants

CARING PRACTICES
1. In your community, how do you prepare food for your children?
2. Normally, how often do you wash your hands and when?
3. How often are children bathed?
4. How often are childrens hands washed?
5. How many hours are you apart from your children during the day?
6. Who watches your children other than you?
7. Do you encourage your child to play with other children? Why?
Why not?
8. When do you play with your child? What do you do with him/her?
9. What do you think is the most important thing a child needs?
10. What does your husband do for the children in the household?
Siblings? Grandparents?
IDEA
Tips for
Conducting
Focus
Group
Discussions
Choose an informal
setting
Create a congenial
atmosphere
Respect the groups
ideas, beliefs and values
Listen carefully and
show interest in
participants responses and
exchange
Encourage everyone to
participate in the
discussion
Be observant and notice
participants level of
comfort or discomfort
Ensure that everyone
can voice their ideas or
opinions
Do not let one person
dominate the discussion
acknowledge that persons
contribution to the group
and then stress the need to
learn and hear from
everyone.

Health-Seeking Practices
1. What illnesses most concern parents in your community?
2. What other illnesses do children suffer?
3. How do you know your child is sick? (signs of sickness)
4. Whom do you consult first? Then whom?
5. Who decides what to do when there is a severe health problem at
home?
6. What are the remedies to cure sick children?
7. What do you do to protect your children from illnesses?
8. What do you use water for?
9. Are children immunized here?
III. Questions for Older Sibling Caregivers
Questions for older

sibling caregivers
include,who decides
what and when you will
feed your younger
brother or sister?
1. Do you go to school?
2. What do you do besides look after your younger siblings?
3. What do you do with your younger sister/brother?
4. What do you do when he/she cries? When he/she gets hurt or sick?
5. What do you do when the child is naughty?
6. What things do you like to do with your younger brother/sister?
Why?
7. What things do you not like to do? Why?
8. Do you involve him/her in your games? Why?
9. How do you feed the child (probing)?
10. Who decides what you will feed the child?
11. Who decides when you will feed the child?

2. COMMUNITY MAPPING
Purpose: Identify locations of poor and wealthy neighborhoods, health
centers, water pumps, agricultural fields, schools, religious buildings, etc.
With Whom: Community members and leaders
Materials: Local materials (stones, sticks, leaves, colored powder, etc.) or
flip chart paper, magic markers, colored pens, and scotch tape
Time: Approximately 1 hour
Steps:
1. Find a suitable place where a large group of people can assemble.
2. Ask the community leaders to draw (either on the ground or on piece
of paper) their village track, as it would look to a bird flying over it.
3. Encourage participants to mark (with pens or local materials) various
landmarks such as different villages, main roads, important buildings,
etc.
4. Use the probing questions at right to encourage participants to
provide more detail and add their suggestions and ideas. Ensure that
the community guides the map development and that the resulting map
is the community, as the group perceives it.
5. Create a legend for symbols used and encourage participants to use
color-coding and other symbols to identify types of resources (e.g. red
for health facilities, yellow for market, blue for schools, etc.
6. Task a staff member with recording participants comments as they
progress through the activity and drawing a small replica of the map
that can be used by the team in subsequent planning efforts.
IDEA
PROBING
QUESTIONS
Homes: Where is your

home?
Health: Where do the
TBAs live? How many are
there? Where are the
traditional healers located?
Recreation: Where are
the video shops, liquor
stores, tea shops, places
children play, associations,
and administrative
buildings?
Schools: Where are the
schools? How many
children are enrolled?
How many children are
not in school? Why?
Food: Where are the
markets, food stalls, snack
shops, and vendors?
Occupation: Where do
poor people live? What
are the main occupations
in the community?
Ethnic: How many
different ethnic groups are
there? Where do they live?
Religious: Where are the
mosques, churches,
pagodas and/or temples?
What are the different
religious groups? What
are the religious holidays?
Children: Do children
work? What do they do?
Men: Where do men go
for recreation? Is drinking
a problem in your village?
Women: Where do
women get together?

3. TREND LINES
IDEA
PROBING
QUESTIONS
Purpose: Develop visual depiction of major trends in malnutrition status,

food availability, economic situation, population growth, etc., over the last
five to ten years
Infrastructure: Are there

more shops, more roads,
easier access, electricity?
With Whom: Elders from different parts of the community
Socio-economic: Are
there more jobs, more
businesses, more money?
Population: Are there

more or less people,
children, youth? Why?
Housing: Is housing
better? How? (e.g. water,
electricity, etc.)
Health: Are there better
facilities, access to
medicine, and treatment?
Is there less disease?
Education: Are there
more schools and
teachers?
Materials: Flip chart paper, magic markers, and pictures/symbols
Steps:
1. Explain to participants that they will be exploring together what has
happened in the last ten years in the community, what caused the
different changes and which changes were positive and which were
negative.
2. On the flip chart paper, draw two columns. Label the first ten years
ago and the second now.
3. Ask participants to talk about what was the village like ten years ago
and compare their observations to the current situation. Use the
probing questions at left to guide this discussion. Record the
answers in the appropriate columns.
4. Review/summarize the results of this activity with participants.
5. Optional discussion question: What would you like to see ten years
from now? What are your dreams for your children?
Food: Is more food

available, more crops,
more harvest, etc.?
Religion: Are there more
religious leaders?

4. SEASONAL CALENDAR
Purpose: Develop visual depiction of food availability, workload and
disease prevalence due to seasonal changes.
With Whom: Cross-section of the community, including women, leaders,
and providers
Materials: Flip chart paper, colored pens, available objects, flash cards
with drawing, beans, etc.
Steps:
1.Explain the purpose of the activity to participants.
PROBING
QUESTIONS
Food: What
are the seasons
for different fruits and
vegetables? How long do
seasons last? When do the
plants grow? When are
they harvested? What are
the seasons for eating
different meats or seafood?
How does food availability
change through the year?
Are there times when its
hard to find food?
IDEA
2. Guide participants in drawing a calendar divided by months.

3. Use the probing questions at right to solicit changes across the year.
4. Encourage community members to record their observations on the
calendar.
5. Task a staff member with recording participants comments as they
progress through the activity.
6. Review/summarize the findings with participants.
Weather: What is the

weather like at different
times of the year?
Events: When are
religious events/festivals?
Migration: Is there any
seasonal migration of
people? Of animals?
School: When are the
children in school?
Disease: What diseases do
children get at different
times of the year? Why?
Workload: Is workload
the same all year long?
Games: Are there any
games that are played only
at certain times of the
year? What are they and
who plays them(i.e. boys/
girls)?
NUTRITION BASELINE ASSESSMENT

This section provides
weight for age
standards for
Weighing Children.
To weigh and measure
children, see Guidelines
beginning on page 78.
1. Weight for Age Standards Table

B OYS
GIR LS
Age in
months
Median
" -1
SD
" -2
SD
3.3
2.9
2.4
4.3
3.6
5.2
Age in
months
Median
" -1
SD
2.0
3.2
2.7
2.2
1.8
2.9
2.2
4.0
3.4
2.8
2.2
4.3
3.5
2.6
4.7
4.0
3.3
2.7
6.0
5.0
4.1
3.1
5.4
4.7
3.9
3.2
6.7
5.7
4.7
3.7
6.0
5.3
4.5
3.7
7.3
6.3
5.3
4.3
6.7
5.8
5.0
4.1
7.8
6.9
5.9
4.9
7.2
6.3
5.5
4.6
8.3
7.4
6.4
5.4
7.7
6.8
5.9
5.0
8.8
7.8
6.9
5.9
8.2
7.2
6.3
5.3
9.2
8.2
7.2
6.3
8.6
7.6
6.6
5.7
10
9.5
8.6
7.6
6.6
10
8.9
7.9
6.9
5.9
11
9.9
8.9
7.9
6.9
11
9.2
8.2
7.2
6.2
12
10.2
9.1
8.1
7.1
12
9.5
8.5
7.4
6.4
13
10.4
9.4
8.3
7.3
13
9.8
8.7
7.6
6.6
14
10.7
9.6
8.5
7.5
14
10.0
8.9
7.8
6.7
15
10.9
9.8
8.7
7.6
15
10.2
9.1
8.0
6.9
16
11.1 10.1
8.8
7.7
16
10.4
9.3
8.2
7.0
17
11.3
10.1
9.0
7.8
17
10.6
9.5
8.3
7.2
18
11.5 10.3
9.1
7.9
18
10.8
9.7
8.5
7.3
19
11.7 10.5
9.2
8.0
19
11.0
9.8
8.6
7.5
20
11.8 10.6
9.4
8.1
20
11.2 10.0
8.8
7.6
21
12.0 10.8
9.5
8.3
21
11.4 10.2
9.0
7.7
22
12.2 10.9
9.7
8.4
22
11.5 10.3
9.1
7.9
23
12.4
11.1
9.8
8.5
23
11.7 10.5
9.3
8.0
24
12.3 11.2
10.1
9.0
24
11.8 10.6
9.4
8.3
25
12.5 11.4 10.2
9.0
25
12.0 10.8
9.6
8.4
26
12.7 11.5 10.3
9.1
26
12.2 11.0
9.8
8.5
27
12.9 11.7 10.4
9.1
27
12.4 11.2
9.9
8.6
28
13.1 11.8 10.5
9.2
28
12.6 11.3
10.1
8.8
29
13.3 12.0 10.6
9.3
29
12.8 11.5
10.2
8.9
30
13.5
9.4
30
13.0 11.7
10.3
9.0
12.1 10.7
" -3
SD
" -2
SD
" -3
SD

Weight for Age Standards Table (continued)
B OYS
Age in
months
GIR LS
Median
"-1
SD
"-2
SD
"-3
SD
Age in
Median
months
"-1
SD
"-2
SD
"-3
SD
31
13.7 12.3 10.9
9.4
31
13.2 11.9 10.5
9.1
32
13.9 12.4 11.0
9.5
32
13.4 12.0 10.6
9.2
33
14.1 12.6
11.1
9.6
33
13.6 12.2 10.8
9.4
34
14.3 12.7 11.2
9.7
34
13.8 12.3 10.9
9.5
35
14.4 12.9 11.3
9.7
35
13.9 12.5 11.0
9.6
36
14.6 13.0 11.4
9.8
36
14.1 12.6 11.2
9.7
37
14.8 13.2 11.5
9.9
37
14.3 12.8 11.3
9.8
38
15.0 13.3 11.7 10.0
38
14.4 12.9 11.4
9.9
39
15.2 13.5 11.8 10.1
39
14.6 13.1 11.5 10.0
40
15.3 13.6 11.9 10.2
40
14.8 13.2 11.6 10.1
41
15.5 13.8 12.0 10.3
41
14.9 13.3 11.8 10.2
42
15.7 13.9 12.1 10.4
42
15.1 13.5 11.9 10.3
43
15.8 14.1 12.3 10.5
43
15.2 13.6 12.0 10.4
44
16.0 14.2 12.4 10.6
44
15.4 13.7
45
16.2 14.4 12.5 10.7
45
15.5 13.9 12.2 10.6
46
16.4 14.5 12.6 10.8
46
15.7 14.0 12.3 10.7
47
16.5 14.6 12.8 10.9
47
15.8 14.1 12.4 10.8
48
16.7 14.8 12.9 11.0
48
16.0 14.3 12.6 10.9
49
16.9 14.9 13.0
11.1
49
16.1 14.4 12.7 10.9
50
17.0 15.1 13.1 11.2
50
16.2 14.5 12.8 11.0
51
17.2 15.2 13.3 11.3
51
16.4 14.6 12.9
52
17.4 15.4 13.4 11.4
52
16.5 14.8 13.0 11.2
53
17.5 15.5 13.5 11.5
53
16.7 14.9
54
17.7 15.7 13.7 11.6
54
16.8 15.0 13.2 11.4
55
17.9 15.8 13.8 11.8
55
17.0 15.1 13.3 11.5
56
18.0 16.0 13.9 11.9
56
17.1 15.2 13.4 11.5
57
18.2 16.1 14.0 12.0
57
17.2 15.4 13.5 11.6
58
18.3 16.3 14.2 12.1
58
17.4 15.5 13.6 11.7
59
18.5 16.4 14.3 12.2
59
17.5 15.6 13.7 11.8
60
18.7 16.6 14.4 12.3
60
17.7 15.7 13.8 11.9
12.1 10.5
11.1
13.1 11.3
NOTE: Data for this table

come from two different child
populations. In the case of
the age grouping from 0-23
months (above) the data is
based on Fels Research
Institute, Yellow Springs,
Ohio studies. The 24-60
month age grouping (next
page) draws from National
Samples of the National
Center for Health Statistics.
This accounts for minor
inconsistencies at the point
of overlap (1).

2. GUIDELINES FOR WEIGHING AND MEASURING CHILDREN
IDEA
INITIAL
PREPARATION:
Ensure that the mother/
caregiver understands what
is happening. Measurement
of weight and length can be
traumatic; participants
need to be comfortable
with the process. Keep
equipment cool, clean and
safely secured. Work out
of direct sunlight since it
can interfere with reading
scales and other equipment
and is more comfortable
for people.
Two Trained People
Required: When possible,
two trained people should
measure a childs height
and length. The measurer
holds the child and takes
the measurements. The
assistant helps hold the
child and records
measurements. If there is
only an untrained assistant
such as the mother, the
trained measurer should
also record the
measurements.
Instructions for Weighing a Child

Using a Salter-like Hanging Scale
1. Measurer or assistant: Hang the scale from a secure place like the
ceiling beam. You may need a piece of rope to hang the scale at eye level.
Ask the mother to undress the child as much as possible.
2. Measurer: Attach a pair of the empty weighing pants to the hook of the
scale and adjust the scale to zero, then remove from the scale.
3. Measurer: Have the mother hold the child.
Put your hands through the leg holes of the pants (Arrow 1).
Grasp the childs feet and pull the legs through the leg holes (Arrow 2).
Make certain the strap of the pants is in front of the child.
Put hands
through
leg holes
!
1
Grasp
feet
2
!
These guidelines are adapted from How to Weigh and Measure Children:
Assessing the Nutritional Status of Young Children in Household Surveys,
UN Department of Technical Cooperation for Development and Statistical Office,
1996 (2) and Anthrometric Indicators Measurement Guide, Bruce Cogill, Food
and Nutrition Technical Assistance Project, 2001 (3).

4. Measurer: Attach
the strap of the pants to
the hook of the scale.
DO NOT CARRY THE
CHILD BY THE
STRAP ONLY. Gently
lower the child and allow
the child to hang freely
(Arrow 3).
5. Assistant: Stand
behind and to one side of
the measurer ready to
record the measurement.
Have the form ready
(Arrow 4).
Assistant
with
questionnaire
4
!
When to Weigh and

Measure: Weigh and
measure the child only
after collecting all verbal
information. This will
allow you to become
familiar with the members
of the household and help
the mother and child feel
more comfortable before
the measurements begin.
Measurer
reads
scale at
eye level
5
!
Child
hangs
freely
3
!
6. Measurer and
Assistant: Check the
childs position. Make
sure the child is hanging
freely and not touching
anything. Repeat any
steps as necessary.
7. Measurer: Hold the
scale steady and read the
weight to the nearest 0.1 kg
(Arrow 5). Call out the
measurement when the child
is still and the scale needle is stationary. Even children who are very active,
which causes the needle to wobble greatly will become still long enough to
take a reading. WAIT FOR THE NEEDLE TO STOP MOVING.
8. Assistant: Immediately record the measurement and show it to the
measurer.
9. Measurer: As the assistant records the measurement, gently lift the
child by the body. DO NOT LIFT THE CHILD BY THE STRAP OF THE
WEIGHING PANTS. Release the strap from the hook of the scale.
10. Measurer: Check the recorded measurement on the form for
accuracy and legibility. Instruct the assistant to erase and correct any errors.
Weigh and Measure

One Child at a Time:
Complete any questions
and measurements for
children one at a time. Do
not weigh and measure all
the children together. This
can easily cause confusion
and will create a greater
chance for errors such as
recording one childs
measurements on another
childs form.
Control the Child:
When weighing and
measuring children, keep
them as calm as possible.
A child who is excited or
scared can make it difficult
to get an accurate
measurement. Be firm yet
gentle with children. Your
own sense of calm and self
confidence will be felt by
the mother and child.
Recording
Measurements: Record
all measurements in pencil
so that if a mistake is
made, it can be corrected.

Instructions for Measuring Height
for Children 24 Months and Older
1. Measurer or assistant: Place the measuring board on a hard flat
surface against a wall, table, tree, staircase, etc. Make sure the board cannot
move.
2. Measurer or assistant: Ask the mother to remove the childs shoes
and unbraid any hair that would interfere with the height measurement. Ask
her to walk the child to the board and to kneel in front of the child.
Headpiece firmly
on head
!
15
Tell the child to look

straight ahead at the
mother who should be
already kneeling in front
of the child.
Measurer
on knees
3
!
"
"
"
Hand on chin
Shoulders level
10
Childs hands and

arms at side
11
Left hand
on knees;
together
against
board
"
5
#
4
#
2
Assistant
on knees
#
1
Right hand
on childs
shins
Questionnaire and pencil on

clipboard on floor or ground

3. Assistant: Place the form and pencil on the ground (Arrow 1). Kneel
with both knees on the right side of the child (Arrow 2).
4. Measurer: Kneel on your right knee on the childs left side (Arrow 3).
This will give you maximum mobility.
5. Assistant: Place the childs feet flat and together in the center of and
against the back and base of the board. Place your right hand just above the
childs ankles on the shins (Arrow 4), your left hand on the childs knees
(Arrow 5) and push against the board. Make sure the childs legs are
straight and the heels and calves are against the board (Arrows 6 and 7).
Tell the measurer when you have completed positioning the feet and legs.
6. Measurer: Tell the child to look straight ahead at the mother who
should be already kneeling in front of the child. Make sure the childs line of
sight is level with the ground (Arrow 8). Place your open left hand under
the childs chin. Gradually close your hand (Arrow 9). Do not cover the
childs mouth or ears. Make sure the shoulders are level (Arrow 10), the
hands are at the childs side (Arrow 11), and the head, shoulder blades and
buttocks are against the board (Arrows 12, 13, and 14). With your right
hand, lower the headpiece on top of the childs head. Make sure you push
through the childs hair (Arrow 15).
7. Measurer and assistant:
Check the childs position (Arrows 1-15).
Repeat any steps as necessary.
"
12
8. Measurer: When the childs position

is correct, read and call out the measurement
to the nearest 0.1 cm. Remove the headpiece
from the childs head and your left hand from
the childs chin.
9. Assistant: Immediately record the
measurement and show it to the measurer.
10. Measurer: Check the recorded
measurement on the form for accuracy
and legibility. Instruct the assistant to
erase and correct any errors.
"
13
$
5
Line
of
sight
"
14
"
7
"
6
Make sure the shoulders

are level, the hands are
at the childs side, and
the head, shoulder
blades and buttocks are
against the board

Instructions for Measuring Length
for Infants and Children 0 23 Months
1. Measurer or assistant: Place the measuring board on a hard flat
surface, i.e., ground, floor, or steady table.
2. Assistant: Place the form and pencil on the ground, floor, or table
(Arrow 1). Kneel with both knees behind the base of the board if it is on the
ground or floor (Arrow 2).
3. Measurer: Kneel on the right side of the child so that you can hold the
foot piece with your right hand (Arrow 3).
Measurer
on knees
3
!
4. Measurer and assistant: With the mothers help, lay the child on the
board by supporting the back of the childs head with one hand and the trunk
of the body with the other hand. Gradually lower the child onto the board.
Assistant
on knees
2
!
Arms
comfortably
straight
Hand on
knees or
shins; legs
straight
"
5
8
!
#
9
Childs
feet flat
against
footpiece
#
7
Child flat
on board
#
4
Hands cupped over ears;

head against base of
board
Questionnaire and pencil on
clipboard on ground
"
1
5. Measurer or assistant: Ask the mother to kneel close on the

opposite side of the board facing the measurer as this will help to keep the
child calm.
6. Assistant: Cup your hands over the childs ears (Arrow 4). With your
arms comfortably straight (Arrow 5), place the childs head against the base
of the board so that the child is looking straight up.
The childs line of sight should be perpendicular to the ground (Arrow 6).
Your head should be straight over the childs head. Look directly into the
childs eyes.
"
Line of sight perpindicular to base of board
7. Measurer: Make sure the child is lying flat and in the center of the
board (Arrows 7). Place your left hand on the childs shins (above the
ankles) or on the knees (Arrow 8). Press them firmly against the board.
With your right hand, place the foot piece firmly against the childs heels
(Arrow 9).
8. Measurer and assistant: Check the childs position Repeat any
steps as necessary.
9. Measurer: When the childs position is correct, read and call out the
measurement to the nearest 0.1 cm. Remove the foot piece and release your
left hand from the childs shins or knees.
10. Assistant: Immediately release the childs head, record the
measurement, and show it to the measurer.
11. Measurer: Check the recorded measurement on the form for accuracy
and legibility. Instruct the assistant to erase and correct any errors.
The childs line of sight

should be perpendicular
to the ground. Your
head should be straight
over the childs head.
STEP 4
Conduct a Positive Deviance Inquiry

A.
B.
C.
D.
Plan PDI Logistics

Conduct home visits
Compile the findings
Share results with the community
Positive Deviance Inquiry (PDI) is a tool used to discover the Positive

Deviants successful or desired practices. It is key to the acceptance of
the behaviors that will be uncovered and then taught in a Hearth. If community
members do not see for themselves what their fellow community members are
currently doing to prevent malnutrition, then they will not believe that there
are some good local practices that they can learn and follow to achieve the
same results. The PDI provides the information needed to design the menus
and health education content of the Hearth Sessions covered in Chapter 5.
STEP 1
Decide if this
program is
right for you
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
The PDI is rapid and carried out by community members, Hearth volunteers
and supervisors who conduct home visits and observe the behavior of families
and caregivers. The PDI and analysis of the results can be completed in less
than a week.
STEP 6
Conduct
Hearth
Sessions
There are three or four basic categories of behaviors that are observed:
STEP 7
Support
New
Behaviors
1. Feeding practices: use of a particularly nutritious food, feeding

frequency and amounts
2. Caring practices: ways family members and child interact
(psycho-social care) and early childhood stimulation
3. Hygiene practices: includes body, food, and environmental
hygiene (hygiene is sometimes included with caring practices)
4. Health care practices: preventive health practices, home
management of illness and use of health services
STEP 8
Repeat
Hearth
Sessions as
Needed
STEP 9
Expand
PD/Hearth
Programs
CHAPTER FOUR
Step 4: Conduct a
Positive Deviance Inquiry
WHERE ARE YOU?
The PDI process is

based on successful,
healthy behaviors, not
failures.
The PDI process is:

A new way of looking at old problems; looking for ways that work
today
A way of observing the obvious: all around us are people practicing
behaviors that are possible for others
Looking for uncommon but good, culturally
acceptable behaviors which can be made common
Based on successful, healthy behaviors, not
failures
Based on self-discovery by the volunteers who
represent their community
Immediate and quick, not a drawn-out process
with lots of data entry and analysis
Based on a small sample (four to six home
visits) rather than a large sample size
Focused on observing ways that work in a
particular community
Not passive, observers use all the senses
A process that mobilizes the community to solve a problem
A. Plan PDI Logistics

1. Timeline
The PDI consists of training, home visits to positive deviant families and
the synthesis of the PDI information into a composite of successful practices
that can be taught at Hearth sessions. These activities can be done within
one or two weeks:
1. Training for participating community members 2 days
2. Home visits (6) in each community
1 or 2 days
3. Consolidation and compilation of PDI findings 1 day
2. Materials Needed
for a PDI
Flip charts for consolidating findings
Clipboards
Nutritional information summaries per family
Observation Checklist
Semi-structured Interview Guide
Family home Visit Findings Report
Prior to conducting home visits, volunteers should collect and compile
the nutritional status data on each family using information from family
registration cards (if available), the nutrition baseline assessment, and the
families wealth ranking. Use a form similar to the one in Table 4.1 to
compile this information.
86 / Chapter Four: Conduct a Positive Deviance Inquiry
TABLE 4.1 Nutritional Information Summaries by PD Status

Family
Name
Weight
(kg)
Malnutrition
SocioStatus
economic status
(Normal, 1st, (Not poor, Poor,
2nd or 3rd
Very poor)
degree)
Age
of
child
PD
PD
PD
PD
ND
ND
Not PD
Not PD
PD = Positive Deviant ND = Negative Deviant Not PD = Poor and Malnourished
The Observation Checklist includes:

Observation of household members (selected child, primary
caregiver/mother, secondary caregivers, siblings, father, and other
family members)
Observation of practices (hygiene, feeding, interactions,
breastfeeding, food preparation, and water usage)
Observation of food availability (quantity, variety, source, storage,
preservation and processing)
Observation of household environment (living quarters, home
garden, water sources, latrines, and animals)
The Semi-structured Interview Guidelines include:
General questions about the family
Questions for mothers on feeding practices, caring practices, healthseeking practices
Questions for older sibling caregivers, fathers, and grandmothers
The Observation
Checklist and a
Semi-structured
Interview Guide
are included at the end
of this chapter and
should be adapted and/
or translated into the
local context and
language before use.
Information from these

two tools is compiled in
isit
Visit
the Family Home V
Findings R
eport
Report
2. Assignment of Teams
The PDI team is made up of community leaders, Hearth volunteers, and (see format on pages
local health center staff. The team is divided into sub-teams of two or 104-105).
three persons each to conduct home visits and should include a good mix
of types of team members. More than three people on a team makes the
home visit seem too intrusive and intimidating. Each sub-team member
should take on one role: interviewer, observer, or recorder. If only two

members are on the team, then either the interviewer or observer must also
record.
The team may find that

during the closer
analysis of a home visit,
a family initially
identified as a positive
deviant does not meet
the criteria.
In total, the PDI team will visit at least four poor families that have wellnourished children (positive deviants) and at least two families that are not
poor but have under-nourished children (negative deviants). If the team is
unable to visit the richer families, select poor families with malnourished
children (non-positive deviants). Where the community is large (over 3000
population), more visits may be needed. Sometimes the team may find
that during the closer analysis of a home visit, a family initially identified as
a positive deviant does not in fact meet the criteria. Reasons for this include
inaccurate weighing or special circumstances such as finding out that the
child is an only child or the family is not as poor as originally thought.
The home visits should be divided so that each sub-team visits a variety of
positive deviant, non-positive deviant, and negative deviant families. It is
also important to choose families with children under one year, one to two
years, and two to three years to ensure that a variety of age-appropriate
feeding and caregiver practices are found. Set up a schedule of home visits
so each team knows whom they are visiting and when. Table 4.2 provides
a sample of PDI team assignments.
TABLE 4.2 Sample PDI Team Assignments
Team
Interview er
Recorder
Observer
Type of families
interview ed
Hearth
Volunteer
Field
project staff
Supervisor/ 1 PD, 1 Not PD

trainer
Hearth
Volunteer
Health
Committee
member
Nurse
1 PD, 1 Not PD
Hearth
Volunteer
Community
leader
Nurse
1 PD, 1 ND
Hearth
Volunteer
Hearth
Volunteer
Supervisor/ 1 PD, 1 ND
trainer
Total interview s: 4 Positive Deviant Fam ilies,

2 Non-Positive Deviant Fam ilies, 2 Negative Deviant Fam ilies
Families visited should not be informed of their PD, Not PD or Negative

Deviant (ND) status. The visit should be presented as simply an information
gathering and observation visit in which the team is completely nonjudgmental. PDI team members should be reminded to be polite, respectful
and friendly, to go not as teachers, but as listeners, and to use open-ended,
instead of yes-no, closed, or leading questions. Always keep in mind the
purpose of the visit; to learn about nutrition habits in the community.
B. Conduct Home Visits

Plan the home visits during times meals are prepared and eaten to ensure that
you will be able to observe actual practices. The home visits should take no
more than two hours. Be sure not to overstay your welcome.
C. Compile the Findings

Once the home visits have been conducted, selected members of the project
team review all the Family Home Visit Findings Reports. They look for
commonalities among the PD families behaviors that might positively
impact a childs nutritional status. From these behaviors, the team compiles
a master list of the beneficial household practices. The team can use a
matrix (Table 4.3) to compare PD practices across households.
TABLE 4.3 Sample Matrix to Analyze PD Findings
Household
Good Foods
Good Feeding
Good Child
Care
Good Health
Care
The team can then circle those PD practices that are accessible to all in the
community. This list serves as the basis for the design of the Hearth sessions
and the messages for the health education presented there. Note that the positive
behaviors and messages are a composite of best practices from several families.
A Step-byStep
Process for
Conducting
IDEA
Home Visits
1. Introduce team
members to household
members and state the
purpose of your visit and
the length of time you
wish to stay.
2. Get the familys
approval to join in their
daily routine and offer to
help out around the
house.
3. Befriend the family
members. Interact with
family members by
touching, playing, etc.
4. Visit the kitchen,
latrine, sleeping quarters,
animal sheds and eating
area.
5. Use a casual
conversa-tional style for
the interview of the
current or primary
caregiver.
6. Learn about the family
history, financial situation,
and caregivers hopes for
the childrens future.
7. After the home visit,
record observations in
the observation check
list.
8. Summarize information
from observations and
interviews on the Family
Home Visit Findings
Report at end of this
chapter.
9. Within one day, write a
story about this family
with a focus on the
caregiver(s) and the
children under five years
using quotes from family
members.
TABLE 4.4 Examples of Foods Identified in Various Projects

C ountry
These sample practices

represent some of the
beneficial behaviors
discovered during the
PDIs in several
countries.
P D Food
Accessibility
Vi etnam
Shri mps, greens
Free; C ollected i n the ri ce paddi es
Mozambi que
Marula nuts
Free - grow wi ld on trees and

collected off the ground
Nepal
Wi ld berri es, snai ls, Free

frogs
Sri Lanka
Soybean meat
Low cost; avai lable
Sample food and feeding practices:

Introduction of appropriate complementary feeding around six
months
Frequency of feeding
Variety in the food
Amount and consistency (thickness) of food
No gender bias regarding eating order, amount and kind of food
Continued frequent breastfeeding
Appropriate management of child with poor appetite
Supervision during feeding (active feeding)
Sample child caring practices:
Division of labor and childcare among caregivers so that an
adequate amount of time is spent with each child
Caregiver(s) practice situational learning (interactive and
stimulating activities with child while performing simple daily
chores)
Use of traditional stimulation (massage)
Use of songs (lullabies)
Positive interaction between child, primary and secondary
caregivers and older siblings that fosters emotional and cognitive
development (attention and signs of affection, frequent verbal
interaction)
Positive interaction between child and other family members
fostering childs socialization (use of positive reinforcement/praise,
patience, modeling good behavior)
Supervision at all times
Appropriate stimulation and play for overall child development,
fostering childs experimentation with environment and allowing
discovery
Use of age appropriate homemade toys and games
Father providing attention and affection
A safe environment
Sample hygienic practices:

Food, body and environmental hygiene (washing face, hands and
feet with water before eating)
Sample preventive health practices:
Complete immunizations
Regular weighing of child (if available)
Use of mosquito nets in malaria-endemic
areas
All family members use latrine or other
toilet facilities
Regular de-worming of child and family
members in endemic areas
Sample care of the sick child practices:
Appropriate home treatment of the sick child
during illness and recovery
Appropriate diet and liquid during illness and
recovery period
Appropriate home treatment of minor illnesses
and injuries (colds, cough, fever, ear ache, eye
inflammation, cuts, burns, bites, bruises, rash, etc.)
Continued feeding of breast milk and appropriate
liquids and foods during diarrhea episodes; extra
foods given to child after a diarrhea episode
Use of ORS or home liquids to prevent
dehydration during diarrheal episodes
Timely care-seeking of professional help for treatment of diseases
and injuries
Sample household factors affecting child nutrition status:
Access to sufficient water
Access to safe drinking water
Smoke in the house
House and animal sheds separate
Cash income
Use of cash or other assets
Parental substance abuse
Domestic violence or child abuse
Age and knowledge of the person who is caregiver in the mothers
absence
Note on De-worming:
Worm infections have a
large, negative impact on
the growth and
development of children
less than 24 months of
age. Young children were
previously excluded from
de-worming programs,
but new WHO guidelines
recommend that, in
endemic areas, all
children one year of age
and older should be
included in systematic
de-worming programs.
Check with the Ministry
of Health in your country
for the national policy.
Source: Allen 2002 (1)
EXAMPLE Madagascar
Catholic Relief Services
conducts Hearth in an
urban environment in
Madagascar. The PDI
found that mothers of
purchased firewood and
then had only enough
money left to buy rice to
feed their children. PD
mothers went outside the
city to collect fallen sticks
for firewood and, while
there, harvested wild
greens to add to the rice
they bought for their
children. They used the
money saved from not
buying firewood to buy
other healthy foods.
The examples in Tables

4.5, 4.6 and 4.7 show
observations of positive
deviant, negative
deviant and non-positive
deviant families in
Bangladesh.
Not all of the negative
deviant and non-positive
deviant family behaviors
are poor; there is often a
mix of good and bad
practices. The
differences may be stark
or they may have to be
teased out. It takes
specific observations
and the use of a
magnifying glass to
detect the particular
behavioral differences,
but, it will gradually
become apparent which
behaviors matter most
to the well-being of the
child.
TABLE 4.5 Positive Deviant, Bangladesh

General
information
Feeding
practices
Caring
practices
Health-seeking
practices
Still breastfed
Well-nourished
5-member family
Grandmother secondary
caretaker
Father - day
labor, home
every 20 days
Environment
clean
Mother runs
small shop
No latrine
Presence of
soap and water
Drink tube well
water
Yesterday's diet:
rice, dhal, egg,
fish, biscuit
Fed 4 to 5 times
a day
Fed egg twice a
week
Complementary
feeding started
at 8th month
Fed biscuits
when appetite
poor
Good motherchild interaction

Mother plays
with child
Father always
ensures that
food is available
for his family
Child eats by
herself
Good
grandmother child interaction
Plays with clay
toys and a doll
Neighbors are
helpful
Child immunized
(no card)
Home
management of
diarrhea with
ORS
Cooling head for
fever
Wash hands
with soap
Regular bathing
House
environment is
clean
All food is
covered
TABLE 4.6 Negative Deviant, Bangladesh

General
information
Feeding
practices
Caring
practices
Health -seeking
practices
Breastfed,
malnourished
9 member family
Father:
agricultural
farmer,
landowner, hire
day labor
People and
cattle sleep
together (fear of
theft)
Big house, CI
sheeting
No latrine
No vegetable
garden
Yesterday's diet:
cow's milk, rice,
fish, meat, sag
& pulse
When child not
hungry, not fed
Fed 3 or 4 times
a day
No active
feeding
During illness,
only breast milk
Mother is
careless about
feeding
Mother does not
have extra food
to supplement
her diet while
breastfeeding
Father is not
close to child
Mother does not
show affection
to child, does
not interact
Husband/wife
relation
aggressive
Mother does not
care if children
play or not
Child displays
no interest in
strangers
Child is not
clean, muddy
Child is
unattended
No toilet/latrine
No washing hands
Immunization
completed (no card)
Mother does not
know about home
management of
illnesses, or
diarrhea
Clean kitchen
utensils in the pond,
then put to dry on
cow dung
TABLE 4.7 Non-positive Deviant, Bangladesh

General
Information
Feeding
Practice
Caring
Practice
Malnourished,
delayed physical
development
10-member
family
5 sisters & 2
brothers
Only 1 child
goes to school
Father is farmer,
only earning
member
Courtyard not
clean
No vegetable
gardening
Open latrine
Still breastfeeding
Cow's milk
given from the
2nd month
Feeding twice a
day
Force feeding
Provide physical
punishment for
not eating
Diet: usually
feeds rice and
milk
Child
unattended
No toys
No stimulation
Elder siblings
get no guidance
from parents
No picture on
the wall
Sharp knife kept
within child's
reach
Delayed
communication
development
No practice of
social reward
Use physical
punishment.
Parents quarrel
in front of
children
Mother was
passive, shy,
and sick
Health
Practice
Mother knows
ORS
preparation and
uses it
Child is
immunized
Child suffers
from worm
infestation
Confusing
statement
regarding
deworming
Goes to village
doctors when
the child is sick
The Village Committee

helps find creative ways
to spread positive
D. Share Results with the Community
practices throughout the
Have team members make a poster to illustrate the successful practices that community.
enable even a poor family to have a well-nourished child. Work with the Village
Health Committee to think of creative ways to spread this information
throughout the community.
A feedback session with the community may include:
A review of the activities carried out to date
A review of the goals and objectives
An interactive presentation of the PDI findings (see sample
exercises at the end of Chapter 2)
QUESTIONS AND ANSWERS
Make a poster to
illustrate the successful
practices that enable
even a poor family to
have a well-nourished
child
PDI QUESTIONS AND ANSWERS
Never tell people they

are positive or negative
deviants: the aim of PDI
is to not to find role
models, but to find
model behaviors.
Do you actually tell people they are Positive or Negative

Deviants?
A family should never be told that they are either positive or negative
deviants. They should be informed that they are being observed and
interviewed in order to help the community find solutions to the malnutrition
problem. Referring to people as PD or ND stigmatizes them. Pointing out
a persons negative practices could mean social suicide. In some cultures,
so could pointing out the positive. When the whole community knows
who these mothers are, there can be a rejection of their behaviors for
unrelated social reasons such as caste or economic status. In Vietnam,
many of these mothers were even poorer than the norm. As with community
health workers, when someone is put in a role model position, it can
arouse jealousy in others. Why is she better than us? Look, she doesnt
even... The aim of PDI is to not to find role models, but to find model
behaviors.
Can you use another term besides Deviant?

The word deviant itself sounds somewhat derogatory. Choose a more
culturally appropriate word. In Guatemala, PD mothers were called
informant mothers or study cases. In the Philippines, the PD mothers
were called coping mothers since successful mothers implied that others
with well-nourished children were not successful. In Haiti, they are called
Maman lumires.
What if during the PDI there is not a particular PD food that

stands out? What if the process results in a limited number of
foods that are not necessarily nutritious or accessible, yet are
used by PD families?
It may not become clear from the PDI that a particular food is unique
and can be labeled a Positive Deviant food. In fact, a specific PD food that
is found may not be necessarily nutritious or accessible. Although it is nice
to be able to identify a particular PD food, this is not always possible.
Other characteristics such as frequency of feeding and volume of food may
be equally important. Manner of food preparation may be the behavior
that makes the difference. For example, if vegetables are boiled until
overdone and depleted of nutritional value, then the proper way of cooking
may be a Positive Deviant behavior. In one PDI it was discovered that
when the vegetables were finely chopped, the children actually ate vegetables
and found them palatable. Families with malnourished children did not
chop large vegetables and the children did not eat them. This is an example
of food preparation making the crucial difference.

What happens when food availability changes with the seasons?
The Positive Deviance Inquiry needs to be done in different seasons to see
how people cope under the different conditions. The menu must change to
adapt to the food that is available and affordable during that time of year. In a
hunger season or dry season, food scarcity will probably drive up prices.
Fruits and vegetables may be unavailable at certain times of year.
The Positive Deviance

Inquiry needs to be done
in different seasons to
see how people cope
under the different
conditions.
Do other issues need to be addressed?

Upon analyzing the PDI results, other issues may surface. Perhaps there is a
need for an income-generating component. This is an opportunity to discuss a
larger development plan, which is holistic and integrated with nutrition activities.
The Hearth program design is determined by the need to make an immediate
impact on malnutrition, before waiting for other causal factors to be addressed,
such as water supply, sanitation, and structural poverty. Hearth however, also
opens up the opportunity to look at larger issues and make long-term plans to
enhance the quality of life for women, children and their families.
Does the PDI need to be conducted in every community?
It is essential to conduct a PDI in every community. Community participants
discover that solutions do exist in their own community. This process of
discovery empowers and motivates the community to accept new practices
and to participate in the Hearth sessions. An exception is a situation where no
PDs are found in one community but are identified in a neighboring community
which is closely linked by familial relationships and culture and has the same
economic profile. In this situation, it is
possible to involve the community
members from the first community in
conducting the PDI along with members
of the second community. This strategy
was applied successfully among the tiny
villages in the Guatemalan highlands and
in Mali.
How do you overcome gender bias
within a household?
During the PDI, look for Positive Deviant
behaviors related to male involvement that
can be promoted. The role of men in
supporting nutrition activities, such as the
Hearth, cannot be understated.
Considering the power they usually hold,
it is important that fathers understand the
value of good nutrition and allocating
I didnt know anything

about nutrition, but now
when my wife asks for
money for food, I give it to
her right away. The
children eat well now.
Testimony from
a Hearth father

limited resources towards nutrition and health. After a mother has been trained
through the Hearth, she needs to have the ability to practice new behaviors at
home. If a husband doesnt support a mothers actions, then she may not be
able to try her new practices. The same issues apply to influential mothers-inlaw and grandmothers.
It is helpful for the supervisor/trainer to hold a meeting with the fathers and/or
mothers-in-law midway through the 12-day Hearth session to explain the PDI
findings and key messages. In Guinea, men came for the first two Hearth
sessions. When the women subsequently asked for more money for the market,
the men understood and agreed.
Mothers with many closely-spaced children often wean abruptly.
How do you overcome this practice?
Promote child spacing and assure access to contraceptives. Look for positive
deviant behaviors demonstrating exclusive breastfeeding and good weaning
practices in the community. Children of mothers who stop breastfeeding
abruptly or prematurely (before six months) are much more likely to be
undernourished. The number of reasons for this include poor hygiene practice,
diluted formula, insufficient food offered, and unclean water which leads to
diarrhea. Sometimes, even children who are older than six months have not
yet learned to eat well. Breast milk ensures adequate nutrition until a child can
consume and digest enough food on his/her own. Breast milk also contains
antibodies to help children ward off illnesses. Educational messages should
stress that breastfeeding is critical to good health. When a child is ready to
wean, messages should focus on the importance of nutritious complementary
foods. Use qualitative research techniques to develop appropriate messages.
Can the PDI be used for problems other than malnutrition?
The Positive Deviance Inquiry is a low-tech, culturally appropriate tool for
problem-solving. For the purposes of this manual, it is applied to the problem
of malnutrition. However, once the process is learned, it can be applied to
other content areas, including advocacy.
Examples of Positive Deviance applied to breastfeeding, maternal and newborn
care, and birth outcome are provided on the next two pages.

APPLYING PDI APPROACH TO OTHER ISSUES
Breastfeeding in Vietnam
While breastfeeding is common in Vietnam, exclusive
breastfeeding is not. Since 1990, Save the Children has
EXAMPLE implemented nutrition programs using the PD approach
to reduce severe childhood malnutrition. In 1999, Save the Children,
Emory University, and the LINKAGES Project recognized that while
efforts to rehabilitate malnourished children had been successful, PD
could also be used to prevent malnutrition through support for optimal
breastfeeding. They conducted a cross-sectional quantitative and
qualitative assessment of mothers breastfeeding knowledge,
attitudes, and practices.
They found that most mothers were aware of the appropriate
behaviors, including early initiation of breastfeeding and exclusive
breastfeeding, and recognized milk sufficiency. However, most
women returned to agricultural work shortly after delivery and
women who worked outside the home were less likely to exclusively
breastfeed than mothers who did not. Nonetheless, there were rare
PD mothers who worked outside the home yet exclusively
breastfed, generally interrupting their workday to return home to
breastfeed. Efforts are underway to develop programs informed by
these findings and other negotiated strategies. This departs from
previous PD programming in that it targets pregnant women and
mothers of infants less than six months of age and focuses on
breastfeeding to maintain good nutrition rather than on
complementary feeding to restore good nutrition.
Maternal and Newborn Care in Pakistan

In February 2001, Save the Children, in collaboration with
the Pakistan/Afghanistan Field Office, applied the PD
EXAMPLE approach for the first time to newborn care. The team
conducted the PDI with both Afghan refugees and local Pakistanis in
Haripur District in the Northwest Frontier Province. In both settings,
the PDI revealed Positive Deviant practices, such as clean delivery,
warm delivery setting, cord cut with a clean razor blade, and motherin-law promoting exclusive breastfeeding.
PD-informed interventions included hosting gatherings of pregnant
women facilitated by local health volunteers where women stitched
receiving blankets, assembled clean delivery kits, and promoted and
practiced maternal and newborn emphasis behaviors. This work
continues as more communities become involved and the process is
refined.
Three examples of Save

the Childrens
experience in applying
the PD approach to
other health issues are
provided here. (2)

APPLYING PDI APPROACH TO OTHER ISSUES
Birth Outcome in Egypt
A Save the Children/Tufts University team carried out a
pregnancy-related PDI in two rural, socio-economically
EXAMPLE
divergent communities in Al-Minya, Upper Egypt in June
and November 2000.
The PDI showed that:
increased rest,
more antenatal visits,
better diet, and
decreased symptoms suggesting urinary tract infection
were associated with better pregnancy weight gain and birth weight.
These results informed an ongoing pilot project that records monthly
weights for all pregnant women along with weekly IMPRESS
(Improved Pregnancy through Education and Supplementation)
sessions which, akin to Hearth, provide relevant health messages,
micronutrients, and food supplements based on the identified PDI
foods (in this case less expensive vegetables and meat, when
possible).
OBSERVATION CHECKLIST FOR PDI

Name of Selected Child____________________ Date_________
Name of Family_________________________ Community__________
Select Category: (PD)
(NPD)
(ND)
Starting Time:___________Ending Time:____________
I. Household Members:
1. Selected Child
Is s/he well-nourished or malnourished?
What is the child like? (energetic, content?)
Is s/he clean or not? (body and clothes)
Other observations:
2. Primary Caregiver:
Who is s/he? (the mother?)
What is s/he like?
Is s/he clean or not?
Other observations:
3. Secondary Caregiver:
Who is s/he? (the grandmother?)
What is s/he like?
Is s/he clean or not?
Other observations:
4. Siblings of the Child:
Are they well-nourished or malnourished?
What are they like?
Are they clean or not?
Other observations:
5. Father of the Child:
Who is he? (the grandfather?)
What is he like?
Is he clean or not?
Other observations:
6. Other Family Members:
Who are they?
What are they like?
Are they clean or not?
Other observations:
II. Practices:
1. Feeding Practices
Wash hands before/after feeding child?
Child eats from food picked off ground?
Child eats food touched by animals?
Washes plates/dishes?
Other observations:
2. Active/Passive Feeding
Child is alone while eating?
Type of feeding?
What is the child eating?
Consistency of food?
Amount of food (in spoonfuls)?
Observations:
OBSERVATION CHECKLIST FOR PDI (continued)

3. Family Eating Practices
Family eating together?
Priority to males: quantity/frequency?
Other:
4. Interaction between Caregiver & Child
Supervision and care for child?
Loving behavior?
Teaching the child to walk, talk, play?
Other:
5. Interaction of Family Members & Child
Supervision and care for child?
Loving behavior?
Teaching the child to walk, talk, play?
Other:
6. Personal Hygiene
Bathing the child?
Childs nails trimmed?
Child away from animal excrement?
Mother washes hands after toileting child?
Mothers nails trimmed?
7. Food Preparation
Washes hands before preparing food?
Keep food covered before/after cooking?
Washes raw fruits and vegetables?
8. Water
Boiled drinking water?
Keep drinking water covered?
Clean water for bathing?
Source of water?
Water source, close or far? (give approx. distance/time to walk to source)
III. Food Availability
Quantity and variety of foods?
Foods from family garden?
Foods from animal origin?
Food storage?
Food preservation and processing
IV. Home Environment
1. Home
What is kitchen like?
Sleeping quarters?
2. Latrine
If there is one, is it clean or not?
Is it close or far?
If no latrine, where is excrement disposed?
3. Animals
Do they come inside the house?
Are they in a pen?
Does the child play with them?
SAMPLE SEMI-STRUCTURED INTERVIEW

PDI Guidelines:
Interviewing Caregivers during Home Visits
I. General Questions
1. How many people live in the house? How many eat meals
together?
2. How many children are there? How old are they? How many
children are under three?
3. Do the older children go to school? If not, why?
4. What do you do for a living? Father? Other family members?
5. How much does the family earn per day?
6. How long do they work? (Morning? Evening? All day? All
night?)
7. Where do they work? How long does it take to travel there?
Does the child accompany them?
II. Questions about Feeding Practices to Caregiver
1. Are you still breastfeeding this child? If yes, how often? At
night?
2. What food do you give your child in addition to breastfeeding?
3. When did you start complementary feeding? What
complementary food was used?
4. How many times a day do you feed your child?
5. How much food do you give your child? (Show with actual
plate and spoon)
6. Who feeds the child and how does the child eat? (hand, spoon,
chewing)
7. What have you fed your child so far today? (List food including
breastfeeding.)
8. What will you feed your child this evening ?
9. Does your child get fed by other people? Who? (older siblings,
neighbor, etc.)
10. What do you do when your child does not want to eat or has a
small low appetite?
11. In your opinion what foods are not good for very young
children? Why?
12. When your child is sick with diarrhea, do you feed him/her the
same, more or less food and liquids? Why?
13. Do you buy food for the child outside? If yes, what food?
(snacks, fresh food)
14. From whom (specific food stall vendor) and why?
15. For lactating mothers only: What do you do about
breastfeeding when you are sick?
Ask questions about

feeding practices during
illness such as, When
your child is sick with
diarrhea, do you feed
him/her the same, more
or less food and liquids?
Why?
PDI Guidelines:
Ask about the childs

play time: who are the
playmates? Is play
encouraged? Does the
child have toys?
III. Questions about Caring Practices

1. Beside you, with whom does your child interact? What do they
do with the child?
2. When you are away, who looks after your child?
3. What advice do you give this person? (safety)
4. What do you do when your small child is naughty (dirty, breaks
something, etc.)?
Probing: How do you beat? Where? How often?
5. How do you put your child to sleep?
6. Do you encourage your child to play with other children? Why?
Why not?
7. When do you play with your child? What do you do with him/
her?
8. What do you feel is the most important thing a child needs?
9. What does your husband do for the children in the household?
10. How many children do you have? How many do you want?
11. Have you heard of child spacing? Are you interested in it?
IV. Questions about Health-Seeking Practices
1. How often do you bathe your child?
2. How do you toilet train your child?
3. What do you use water for? soap? (hand washing before eating?)
4. Is your child immunized?
5. What kind of illnesses does your child have most often?
6. What do you do when your child has a cold?
7. What do you do when your child has diarrhea?
8. Has your child had diarrhea in the past two weeks?
9. If yes, how did you treat it? If ORS, how to prepare?
10. When your child has diarrhea, what do you feed him?
11. What do you avoid feeding him?
12. What are the danger signs of pneumonia?
13. What do you do if your child has these signs?
14. How do you know your child is sick? (signs of sickness)
15. Whom do you consult first? Then whom?
16. Who decides what to do when there is a severe health problem at
home?
17. What are the health problems for young children you are most
concerned about?
18. How do you solve these problems?
PDI Guidelines:
V. Questions for older sibling caregiver
1. Do you go to school?
2. What do you do besides looking after your younger siblings?
3. What do you do with your younger sister/brother?
4. What do you do when he/she cries? Gets hurt? Is sick?
5. What do you do when the child is naughty?
6. What things do you like to do with your younger brother/sister?
Why?
7. What things dont you like to do? Why?
8. Do you involve him/her in your games? Why?
9. How do you feed the child? (Probing)
VI. Questions for Father
1. In your opinion, how is your child?
2. How do you know your child is healthy?
3. How much time do you spend with your child everyday?
4. What do you do when you are with your child during the day?
5. What do you do when your child is sick?
6. In your household, who decides what to do when your child is
sick?
7. How many children do you have? How many do you want?
8. Have you heard of child spacing? Are you interested in it?
VII. Questions for Grandmother or Mother-in-Law
1. In your opinion, at what age should a child be given food in
addition to breastmilk?
2. What are good foods for children less than three years old?
Why?
3. What foods should NOT be given to children less than 3 years
old?
4. Include questions from sections above on Feeding Practices and
Care Seeking Behavior.
FAMILY HOME VISIT FINDINGS REPORT FORMAT
home visits should be

divided so that each subteam visits a variety of
positive deviant, nonpositive deviant, and
negative deviant
families.
(inform ation gathered from observation and sem i-structured interview)
GENERAL INFORMATION
FEEDING PRACTICES
Age / Sex / Nutritional Status
Breastfeeding schedule
Breastfeeding status
Detailed daily diet of child
Family size / Number and age of

siblings
Yesterday or today's meal / diet

recall
Primary caretaker
Frequency of meals
Secondary Caretaker
Amount of food per child
Parents' occupation / Schedule
Child's appetite status
Income (daily)
Management of poor appetite
Type of housing (size, number of

rooms, etc.)
Food tabboos (avoidance) for young

children
Environmental cleanliness
Under-3 supervision during feeding
Presence of latrine
Active feeding
Water supply
Food and liquid given during illness

and recovery
Garden / trees / animals
Food bought from street vendor
Kitchen
Criteria for selection of snacks
Physical appearance of child /

Family members
Eating order of family
Concerns of parents related to child's

health
FAMILY HOME VISIT FINDINGS REPORT (continued)

(inform ation gathered from observation and sem i-structured interview)
CARING PRACTICES
HEALTH SEEKING PRACTICES
Emotional / psychological
appearance of child and family
members
Body hygiene, cutting nails
Child's reaction to strangers
Food hygiene
Interaction between child and

caregiver, siblings, other family
members
Washing hands before eating
Relation of secondary caregiver to

child (i.e. older sibling)
Safe drinking water, soap
Child's play and stimulation with

other people
Environmental hygiene
Parents' play and stimulation with

child (details)
Complete immunizations
Role of father in childcare
Treatment of minor injuries and

illnesses at home
Time spent with child by care givers
Management of diarrhea at home

(Oral Rehydration Therapy)
Division of labor and house chores

between adult members of family
Identification of signs of sickness
Method of disciplining the child
Timely seeking of qualified help
Identification of danger signs (Acute

Respiratory Illness and diarrhea)
Decision-making for seeking help
Use of mosquito net in malaria
endemic areas
Use of deworming
Use of iodized salt
PDI team members

should be reminded to be
polite, respectful and
friendly, to go not as
teachers, but as
listeners, and to use
open-ended, instead of
yes-no, closed, or leading
questions.
PDI ANALYSES FROM DIFFERENT COUNTRIES

1. Mozambique
Examples in
EXAMPLE this section:
1. Mozambique
2. Myanmar (rural and
urban)
3. Bolivia
4. African countries
5. South-East Asian
countries
6. South Asian
countries
These forms document
some of the findings to
date. They are intended
solely to provide examples
of PD behaviors and
practices and should not
replace a PDI in a
community. It still is
necessary to conduct a PDI
in each community so that
it is locally appropriate and
so that the community
experiences the key
process of self-discovery.
Positive Deviance Inquiry Results,

Nacala-a-velha, Mozambique, 1997
Good feeding
practices
Porri dge made of
cashew frui t molasses
& mani oc flour
Use of cashew nuts or
peanuts i n Mathapa
3 meals a day
Introducti on of
complementary
feedi ng at 5 months
Good child-caring
practices
C over dri nki ng water
contai ner
Wash food before
processi ng
Wash hands before
eati ng
Good health-caring
practices
Vacci nati on
Purchase medi ci ne
wi th prescri pti on only
Appropri ate use of
ORS package or
home-made
equi valent
Supervi se young
chi ldren at all ti mes
Supervi se/assi st
young chi ld at meals
Poor or Harmful Practices of Poor Families

with Malnourished Children (NPD)
Poor feeding
practices
Poor child caring

practices
Only 2 meals/day
Many caregi vers
No cashew nuts or
peanuts i n food
Water contai ner not

covered
No vegetable i n dai ly
di et
Poor body & food

hygi ene
Poor health caring

practices
No vacci nati on
2. Myanmar
2a. Positive Deviance Inquiry Yangon, Urban Slum Setting
PD Feeding Practices
Feeding the young child 3 meals a day, plus snacks
Feeding the young child fruits such as papaya, guava, bananas

and oranges
Feeding the young child a variety of food such as fried
vegetables (cabbage, watercress with vegetable oil), protein
energy foods (groundnuts, fried beans and molasses), eggs (quail
eggs), thick lentil soup (dhal)
Feeding the young child boiled rice water
Feeding the child nutritious snacks such as shrimp beignet,
dried biscuit
Not purchasing cooked meal from street vendor for the young
child
PD Child-Caring Practices
Child is supervised at all times
Secondary caregiver is experienced

Mother plays with child (singing and stimulation)
Supervision of child during meals (active feeding)
Siblings or other family members interact with child (talking)
Father plays with children
A comparison of the
urban and rural
Myanmar examples
showcases several key
differences between
urban and rural
settings.
PD Health-Caring Practices
Cutting fingernails regularly
Bathing twice a day

Washing hands before feeding and eating
Washing hands after toileting the child
Go to clinic for treatment of sick child
2b: Positive Deviance Inquiry, Rural Setting

PD Feeding Practices
PD C hild
C aring
Practices
PD H ealth
C aring
Practices
C hild under 12 months

Exclusi ve breastfeedi ng for 4 months
C hi ld always
supervi sed
Use of soap to
bathe chi ld
C omplementary food 3 ti mes/day
Older si bli ng
trai ned to look
after younger
brother/si ster
Use of soap to
wash hands
before & after
meals, after
toi leti ng
Vari ety of complementary food: ri ce

+ oi l+ potato or chi cken egg, or
beans
Amount: 1 teacup full per meal
Mother feeds chi ld wi th small spoon
Father
supervi ses
di nner, tells
stori es, si ngs
songs
Snacks: potato or fi sh chi ps

C hild 12 to 36 months
Frequent feedi ng: 4 or 5 ti mes a day
Mother, other
fami ly
members teach
chi ld to talk
Amount: 4 teacups full per meal

Vari ety of food i n one meal:
breakfast - Mohi nga, ri ce, beans,
vegetables (Vegetari an fami ly), ri ce,
oi l, small fi sh or shri mps, eel (Ma Yi n)
lunch - ri ce, watercress, duck egg, oi l
di nner - ri ce, vegetables, cheap meat
(pork/frog), + oi l
Mother
i nteracts wi th
chi ld around
feedi ng
C ut nai ls wi th
blade
Use soap and
ashes to clean
pots/plates
C omplete
i mmuni zati on
i ncludi ng
measles
Use i odi zed salt
Only parents
gi ve chi ldren
medi ci ne when
chi ld i s si ck
C hi ld eats wi th spoon, own plate

C hi ld eats regular meals wi th fami ly
C hi ld dri nks ri ce water 3 ti mes/week
C hi ld supervi sed whi le eati ng
In the rural Myanmar

example, notice how the
differences in feeding
practices were
distinguished by age
group. The under-one
practices differed from
the 1-3 year old practices.
This is important to
understand when
designing the Hearth.
2c: Emphasis Behaviors for Myanmar

FEEDING BEHAVIORS
Complementary feeding by 6 months
Feeding the young child 4 to 6 times a day: 3 meals + snacks

Feeding the young child a good amount of food per meal
Feeding the young child a variety of food such as eggs, fish, beans
and vegetables
Cooking food with enough oil
Feeding the young child nutritious snacks

CHILD CARING PRACTICES
Child is supervised at all times
Caregivers practice active feeding

Caregivers play and sing with child,
Father is involved in childcare (singing, telling stories)
Older sibling is trained to look after younger child
Mother and other family members teach child to talk
Active feeding: coaxing, eye contact and smiling
Caregivers encourage child with poor appetite
HEALTH-CARE PRACTICES
Food hygiene
Washing vegetables at least 3 times
Positive deviant
practices include good
child body hygiene such
as washing hands and
face before and after
feeding.
Keep uncooked food in safe place

Cover food at all times
Wash hands with soap before handling food
Heat up left over food before eating
Body hygiene
Wash hands with soap before and after feeding child
Wash childs hands and face before and after feeding

After going to latrine wash hands with soap
Check childrens nails regularly and cut nails if necessary
Environmental hygiene
Sweep floor before and after eating

Clean bowls, spoons, pots and pans with soap and ashes after use
Preventive/curative practices
Use of iodized salt

Identification of danger signs
Home treatment of the sick child
Home made ORS
3. Bolivia
Positive Deviants
GOOD FEEDING
PRACTICES
Exclusive breastfeeding for 6
months
GOOD CHILD
CARING
PRACTICES
Active feeding:
loving & patient
interaction
Hygienic preparation
of food
Boiled drinking water
Breastfeeding on demand
Use of a variety of foods
such as carrot juice, chicken,
turnips, and radishes
GOOD HEALTH
CARING
PRACTICES
Use of own plate

for older child
Child is bathed 2-3

times a week during
the winter months
Use of games,
songs and special
Frequently fed food: meat
foods for the child Wash child's hand
(Llama meat, eggs,
with poor appetite and face with soap
and water during the
cow/sheep milk, lamb fat)
day
vegetables & fruits (green
Help/supervision
beans, parsley, papaya,
during the meal
Correct use of ORT
orange & mandarins) grains
& legumes (quinoa, dried
Fathers help
Home remedies:
broad beans, dried peas,
mothers care for
herbal teas, boiled
wheat, oats, peanuts)
children
liquids with wheat
flour
Feeding 3 to 5 times a day
Fathers and
Mid-morning snack
siblings are loving
Alcohol bath with
and playful and
green branches when
10-20 spoonfuls of food each teach the child
child has fever
meal
Community garden that is
well-cared for with produce
capable of growing during
winter months
Seek medical care

at the hospital
Increased food &
liquids for the child
during & after illness
Complete
vaccinations and
Vitamin A
Positive deviant
practices include boiled
drinking water and
covering drinking
water.
4. Africa
Summary of Positive Deviant Practices found during PDIs
P ractices
Feeding
Practices
E g yp t
F e d co o ke d
meal more
than once a
week
Fed vari ety of
food: green
vegetables,
eggs, beans
S i ck chi ld fed
fresh lemon
jui ce, other
li qui ds
Moz ambique/
N orth
B reakfast
food: porri dge
of cashew frui t
molasses &
mani oc flour;
cashew
nuts/peanuts i n
Mathapa (meal
w/ veggi es)
Mali
P orri dge wi th
kari te oi l at 6
months
S auces, fi sh,
meat, eggs,
fami ly di sh
S easonal frui ts
by 12 months
3 meals/day
Tanz ania
Groundnuts:
every day
B eans/peas:
2 - 3 ti mes/week
Green vegetable:
2 - 4 ti mes/week
S weet potatoes:
4-5 ti mes/week
6 feedi ngs/day
C omplement-ary feedi ng at
5 months
No eati ng on
di rt or floor
Frui ts: 4- 5
ti mes/week
No food
taboos
C hild
C aring
Practices
Positive deviant
practices include
fathers involvement in
the overall development
of their children.
A cti ve feedi ng
& supervi si on
around meals
C over dri nki ng

water
contai ner
C hi ld not
allowed to play
i n canal
Wash food
before
processi ng
C hi ld not left
on the ground,
beaten, or
yelled at
Wash hands
before eati ng
C oax chi ld wi th
poor appeti te
A ssi st young
chi ld at meals
D ote on young
chi ld
Good body
hygi ene
C omplete
vacci nati on
2 baths/day
C ut nai ls, wash

hands
P urchase
medi ci ne wi th
prescri pti on
only
B athe once a
week
Good
envi ronmental
hygi ene
S eek
professi onal
help when chi ld
has fever,
cough, loose
stools
C heck for
worms
A ppropri ate
usage of ORS
p a cka g e o r
home-made
equi valent
N/A
Good relati ons

between
parents &
secondary
caregi ver
S upervi se
young chi ld at
all ti mes
A dult
supervi si on at
all ti mes
H ealth
C are
Practices
Father i nvolved
i n feedi ng/
overall
development of
chi ld
Wash hands
before/after
meals
C omplete
vacci nati on
A ny adult can
d e ci d e o n
seeki ng help
for treatment
Father follows
chi ld's
development
E nrollment/use
of avai lable
health
i nsurance
p a cka g e
N/A
5. South-East Asia
P ractices
Feeding
practices
C ambodia
Myanmar
(peri-urban
slums)
Vietnam
3 meals a day, plus

snacks
C omplementary
P apaya, guava,
bananas and
oranges, fri ed
vegetables
groundnuts, fri ed
beans and
molasses, quai l
eggs, thi ck lenti l
soup "dhal", boi led
ri ce water
Vari ety of food:

eggs, crabs,
shri mps, snai ls, soy
products, seasonal
frui ts & vegetables
Inclusi on of fat
(peanuts & sesame,
pork fat) i n di et of
young chi ldren
Not purchasi ng
cooked meal from
street vendor
Feed chi ld 4-6

ti mes/day, i ncludi ng
snacks
Father looks after

chi ld
S upervi si on at all
ti mes
D i vi si on of labor
allows appropri ate
chi ldcare
Mother prepares
food; gi ves
i nstructi ons to
caregi ver when she
goes out
E xperi enced
secondary caregi ver
C omplementary
feedi ng around 6-7
months, 3+
meals/day
S moked fi sh, crabs,
cockroach, duck
eggs, snai ls, black
spi der, short and
long leg frogs
Vegetables from
forest: watercress,
anaon leaves/
flowers, sour paste,
fi sh past, spi der
sauce
K eep left over food
for snack between
meals
C hild
C aring
practices
Father feeds
chi ldren all ki nds of
food: beli eves good
nutri ti on bri ngs good
health
D i splay of affecti on
and care by parents
Mother plays wi th
chi ld (si ngi ng and
sti mulati on)
A cti ve feedi ng
Father i nvolved i n
chi ldcare
A ppropri ate
management of
chi ld wi th poor
appeti te
S i bli ngs, other

fami ly members
i nteract wi th chi ld
Father plays wi th
chi ldren
No vi deo parlor
attendance
H ealth
C aring
Practices
Wash hands before

eati ng
C ut fi ngernai ls
regularly
Water jar, leftover

food covered
B athe twi ce a day
Wash hands before

meals and breast feedi ng, after
defecati on
Use locally -made

ORS from tamari nd
and guava tree bark
boi led i n water
Wash hands before

feedi ng and eati ng
C over dri nki ng

water/well
Wash hands after

toi leti ng chi ld
C ut nai ls regularly
K eep breastfeedi ng
when chi ld has
di arrhea
Go to cli ni c for
treatment of si ck
chi ld
Gi ve dewormi ng
medi ci ne i f chi ld
has di stended
stomach
E arly i denti fi cati on
of si gns of si ckness
(shortness of breath,
cough, fever and
di arrhea)
P rompt attenti on
and care of si ck
chi ld
No reducti on of
food i ntake when
chi ld si ck
C onsult wi th health
provi der regardi ng
medi ci ne (no selfprescri pti on)
Positive deviant
practices include fathers
feeding their children all
kinds of food.
6. South Asia
Practices
Feeding
Practices
B angladesh
Feed young chi ld
fi sh, vegetables
and egg (normal
di et for young
chi ldren: ri ce
powder or soft
ri ce wi th salt, i n
addi ti on to breastmi lk)
Introduce
complementary
feedi ng at 6
months (Shapla
fami ly only)
B hutan
C omplementary
food "lep" made
of cereals mi xed
wi th vegetables
Soup wi th meat
bone, eggs
Feed 4 ti mes/day
Feed foodchi ld
li kes when poor
appeti te (banana,
cheese)
N epal (hills)
C omplementary
feedi ng around 5
months
Vari ety of food:
pea, eggplant,
yam, oni on leaf,
ca b b a g e s,
tomatoes, fi sh,
snai ls, goat,
pork, chi cken,
crabs lemon,
mulberry, guava,
chi uri , ni buwa,
mango
Acti ve feedi ng,

supervi si on of
chi ld duri ng meals
C hild C aring
Practices
Lullabi es, songs,

stori es, games
C aregi vers play
wi th chi ld, wi th
homemade toys
Positive deviant
practices include
caretakers playing with
children.
C ompetent
secondary
caregi ver: father
attenti ve to wellbei ng of chi ld
Supervi si on of
chi ld by
experi enced
caregi ver at all
ti mes
C aregi ver
i nvolved i n chi ld's
acti vi ti es
Father
parti ci pates i n
care
Mother spends
ti me w/chi ld
C hi ldren eat wi th
parents
C aregi vers
di splay affecti on
Keep home
envi ronment safe
H ealth C aring
Practices
Immedi ate
removal of stools
and hand washi ng
wi th soap after
toi leti ng
Wash hands
before eati ng
Wash ki tchen
pots/pans from
tube well water
(not from pond)
When chi ld si ck,

more frequent
feedi ng of smaller
porti ons of food
When chi ld i s si ck
for 1 day, perform
puja then take to
Basi c Health
Uni t
C old spongi ng
duri ng fever
e p i so d e
Wash hands
before eati ng
Bathe chi ld
dai ly/every other
day
Use herbal
medi ci ne for
small i llnesses
Frequent feedi ng
duri ng i llness
C onti nue
breastfeedi ng
&/or gi vi ng flui ds/
food duri ng
e p i so d e s o f
di arrhea
CHAPTER FIVE
Step 5: Design Hearth Sessions
Design Hearth Sessions

A. Schedule Hearth sessions
B. Plan Hearth session menus
C. Design health education messages
D. Choose site for Hearth sessions
E. Design protocols for the Hearth
sessions
F. Create a one-year plan of activities
he Hearth is held in homes of people in the community for twelve days

(six days per week) with no more than ten malnourished children and
their caregivers. At each session, the caregivers prepare energy-rich, caloriedense foods and feed their children under the guidance of the volunteers. They
also learn about nutritious foods, positive child-caring practices and health
care behaviors, including proper hygiene. As the price of admission, caregivers
are required to make a daily contribution of the community-specific Positive
Deviant food (identified through the PDI) or other locally available foods
needed for the meal.
Daily Hearth sessions usually last for two hours. Each session contains these
components:
Setting up the cooking, feeding and handwashing stations
Handwashing
Food preparation
Feeding
Integration of health and nutrition education messages and practices
The Hearth sessions are designed immediately following the Positive Deviance
Inquiry. The PDI guides the decisions on which foods to prepare, which
behaviors to promote, and which information to share so that others can learn
to internalize PD behaviors. The new feeding, caring and hygiene practices
will be demonstrated and practiced in a group during the Hearth sessions and
later, individually at home. It is also through the daily Hearth sessions that
children will receive the extra nutrition necessary for their rehabilitation.
This chapter covers the key activities in designing the Hearth sessions.
STEP 1
Decide if this
program is
right for you
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
STEP 6
Conduct
Hearth
Sessions
STEP 7
Support
New
Behaviors
STEP 8
Repeat
Hearth
Sessions as
Needed
STEP 9
Expand
PD/Hearth
Programs
STEP 5
WHERE ARE YOU?
Note: If sessions are

scheduled in the morning
in some communities and
in the afternoon in
others, the supervisor will
be able to cover two
communities per day.
Start-up of Hearth
sessions in a target area
should be staggered so
that the supervisor can
attend all sessions in a
given community the first
week, shifting attention to
other start-up
communities as the first
volunteers gain
confidence in conducting
the sessions alone.
A. Schedule Hearth Sessions

When planning/scheduling the 12-day Hearth sessions, keep the following
criteria in mind:
Hold them as soon as possible after children have been weighed
Plan sessions each month, or every other month, or in seasonal
patterns that correspond to times of the year when children are most
malnourished (sessions are generally not needed beyond a one-year
period in each community)
Plan seasonal Hearth sessions to provide families with appropriate
seasonal variations to menus
Schedule the daily Hearth sessions according to the following criteria:
Select a time during the day that is most convenient for mothers/
caregivers to attend so that there will be a high attendance
Since children will still be expected to eat from the family pot as
frequently as usual, select a time that is between meals as appropriate
for an additional, supplementary, meal (e.g., 10 a.m. or 3 p.m.)
12-day Hearth Session
2-week Follow-Up
12-day Hearth Session
B. Plan Hearth Session Menus

The supplemental meal required to rehabilitate malnourished children is
served each day of the two-week session. According to WHO, during the
rehabilitation period, a child should receive between 150-220 calories per
kilogram of body weight per day. If a child eats less than 130 calories/
kilogram/day, rehabilitation is not possible. Therefore, programs should
strive to create Hearth session menus composed of 600-800 calories each
day with 25-27 grams of protein for each child. (1) With these menus and
the resulting rapid recuperation, caregivers will see a visible change within
the two weeks. This will motivate families to adopt the new child-feeding
behaviors.
In some regions, it is very difficult to create menus
meeting requirements based entirely on local foods.
In these cases, menus with a minimum of 500 to 600 calories
and 18 to 20 grams of protein will suffice to rehabilitate
IDEA
malnourished children over a longer period of time. In this
situation, children will most likely need to repeat the Hearth
session more than once. The advantage of repeating the Hearth is
that it allows caregivers and family members more time to learn the
practices needed for child growth and development as well as
develop other community-based strategies to overcome malnutrition.
This increases the likelihood of more sustained rehabilitation and
prevention of future malnutrition in the community.
114 / Chapter Five: Design Hearth Sessions
Menus must:
Include a nutritious, non-filling snack food for children to eat while
the mothers or caregivers are cooking
Include the special PD foods (i.e., fruits, vegetables, shrimps, oil, or
nuts)
Provide a variety of ways of preparing the foods
Use ingredients that are locally available, seasonally appropriate and
affordable
Use foods rich in Vitamin A, iron, and other micronutrients, as
available
Use animal products and oil or fats whenever possible
Ensure that all food groups are present at each meal so that the
children receive a balanced meal
Develop the menus based on the results of the PDI feeding practices, a
quick market survey, and an analysis of the nutritive value of local foods.
Materials needed:
Calculators
Food composition tables
Local measuring cups and spoons

Food scale (optional)
1. Conduct a Market Survey

A simple market survey conducted by the volunteers identifies appropriate
and affordable foods that can be purchased and used by each family (see
example below). Look at the variety of foods and the local unit of cost.
Ask the sellers about seasonal variations and lean months as well as
expected price differentials (e.g., in the dry season, fruits double in price).
Remember that some PD foods may be gathered at no cost to the families
from gardens, fields or water.
TABLE 5.1 Market Survey from Sri Lanka
Item
Quantity
R u p ees
Item
Quantity
R u p ees
E gg
Tuna
1 kg
100
Potato
1 kg
50
shark tuna
1 kg
120
Rice
1 kg
22.5
F i sh
1 kg
200
Dried fish
100 gm
12
F i sh
1 kg
140
Lentils
500 gm
28
Small fish
1 kg
40
Green gram
500 gm
30
Salted fish
1 kg
100
Vegetable oil
1 liter
115
Pencil fish
1 kg
100
Coconut oil
1 liter
55
Village tank
fish
1 kg
60
Coconut milk
1 liter
65
B eef
1 kg
120
A simple market survey

conducted by the
volunteers identifies
appropriate and
affordable foods that can
be purchased and used
by each family.
Spices and flavorings

such as fish sauce,
turmeric, salt, onion,
garlic and ginger, often
included in menus to
improve taste, are not
included in the
nutritional assessment
since they do not add
any significant
nutritional value.
C arrots
1 kg
40
C hi cken
1 kg
140
Eggplant
1 kg
24
C hi cken li ver
1 kg
160
Tomato
1 kg
56
Ki ng coconut
70
Pumpki n
500 gm
15
Lettuce
1 kg
80
B eet
1 kg
36
Plantai n
1 kg
40
Green beans
1 kg
36
Kangkung
500 gm
Green leaves
1 bunch
B e e t se e d s
100 gm
Gi lum beans
1 kg
40
D ambelo
1 kg
40
2. Calculate the Nutritional Value of Hearth Meals

Food composition tables, usually available from the national Ministry of
Health, provide the nutritional breakdown of 100 grams of edible portions
in terms of energy, fat, protein and micronutrient content (calcium, Bcarotene equivalent for Vitamin A, riboflavin, niacin, etc.) content. Using
these tables, the team determines the nutritional value of the Hearth meal
and snack per child so that the total number of calories and the protein
content is sufficient for catch-up growth and an adequate intake of vitamins
and minerals is ensured. Table 5.3 can be filled in with the proposed menu
items and their corresponding nutritional values. Adjust the food quantities
in the menu until each childs serving contains at least 600-800 kilocalories
and 25-27 grams of protein.
Meals and snacks can be enriched to increase the density of calories by
adding oil or nuts. Adding oil to a bowl of porridge to boost caloric value
can reduce by half the volume of porridge a child would otherwise have to
consume. Once children have achieved catch-up growth, then the PD menu
(without as much oil) should be enough to sustain growth and prevent
them from faltering again.
Zinc is not well-absorbed by

those consuming vegetarian (no
animal products) diets
compared to absorption by nonvegetarians. Vegetarians may
require twice as much (the
amount in parentheses).
Source: Dietary Reference
Intakes, Food and Nutrition
Board of the National Academy
of Sciences, in publication. (2)
Vitamins A and C, Iron and Zinc should be taken into account when planning
the meals. The required levels of specific micronutrients are provided in
Table 5.2. More information about the importance and sources of various
micronutrients can be found at the end of this chapter.
TABLE 5.2 Required Micronutrient Levels
Age
7-12 mos.
Vitamin A
Vitamin C
Iron
Zinc*
400 RE
50 mg
11 mg
3 (6) mg
(R E = R eti nal
Equi val ent)
1-3 years
500 RE
15 mg
7 mg
5 (10 mg
4-6 years
300 RE
25 mg
10 mg
5 (10) mg
TABLE 5.3 Market Survey from Sri Lanka

KC ALOR IE
FOOD QU AN GMS
TITY
ITEM
100
gms
1.
sample
food
200g
200g 90
Total
180
PR OTEIN
FER R OU S
VITAMIN A
IR ON
FOLIC
AC ID
ZIN C
G/
Mg/ Mg/ IU /
IU /
Mg/ Mg/ Mg/ Mg/
Total
100g
100g total 100g Total 100g total 100g total
12
24
18
2.
3.
4.
5.
6.
7.
8.
Totals:
3. Make Any Necessary Menu Adaptations

Menus need to be culturally appropriate and adjusted according to the age
of the malnourished participants. If the majority of children are under 12
months of age, appropriate complementary (weaning) foods will need to
be prepared. If the group is mixed in age, the same meal can usually be
made with a softer consistency for the younger children by cooking foods
slightly longer and then mashing them.
Other menu adaptations may be needed in specific communities:
Fasting menus - some countries fast for religious purposes. Often
fasting doesnt apply to children, but adults may not want to cook or
handle food that is restricted during this time. Develop menus or
timing of Hearth sessions with this in mind.
Dry season menus - Some countries suffer from near drought
conditions during their dry season. Fruits and vegetables become rare
or unavailable. Anticipate the lean season and design menus that are
resourceful in using what is available, or creatively use food that has
been dried or stored from the abundant season.
Vegetarian menus - For those communities that choose not to
consume animal or fish products, design menus that are high in protein
using food combinations (rice and beans) or other high protein
products such as tempeh and soy products, including tofu.
4. Determine Portion Size
Using the calorie and protein requirements and a food weighing scale,
determine the quantity and weight of a single portion. Since food should
be served by volume, not weight, during a Hearth session, determine how
to measure the desired volume using local measuring tools. These
Breastfeeding should
be encouraged for
children under two
years old. Breastmilk
should not, however, be
included in the calorie
calculation. It should
be given to children
upon demand and is
over and above the
supplemental meal (and
all other meals).
measurements might be cans, fistfuls, three finger pinches, portions of water

bottles, etc. This method enables the volunteer to measure the portions
for each child during the Hearth session and provides a practical method
that caregivers can use at home.
Since food should be

served by volume, not
weight, during a Hearth
session, determine how
to measure the desired
volume using local
measuring tools.
6. Prepare Meal Schedule

With all of the preceding information, prepare a meal schedule covering
each of the twelve days of the Hearth session. Include:
Menus (may alternate two basic menus from day to day)
(See Table 5.4)
Quantities needed of all ingredients
Who will provide which ingredients and in what amounts
Portion sizes
TABLE 5.4 Sample Menu from India
Menu
Contribution
Home
Measure
Quantity
Calories
Protein
(grams)
Cost in
R u p ees
200
4.5
1.35
Rice
NGO
4 tablespoons
50 grams
Green leaves
Family
1/4 bunch
80 gms
35
Coconut
Family
1 handful
20 gms
222
2.2
1.25
Dried fish
(PD)
Family
2 tickels
20 gms
50
11
Coconut oil
NGO
1 tablespoon
1 tbsp
100
0.5
Dahl
Family
2 tablespoons
15 gms
35
1.7
Soy Meat
(PD)
Family
1 handful
10 gms
43
Snack:
pumpkin
se e d s
NGO
1 handful
5 gms
55
740
29.7
12.8
TOTAL
6. Prepare Meal Schedule

With all of the preceding information, prepare a meal schedule covering
each of the twelve days of the Hearth session. Include:
Menus (may alternate two basic menus from day to day)
(See Table 5.5)
Quantities needed of all ingredients
Who will provide which ingredients and in what amounts
Portion sizes
TABLE 5.5 Sample Daily Menu from Sri Lanka
MENU A:
Breastmilk plus ...
D ay D ay D ay D ay D ay D ay D ay
1
2
3
4
5
6
7
Rice
Soya meat + dahl
Green leaves + coconut A
Coconut oil
MENU B:
Breastmilk plus ...
Dried/fried sprats
Rice
Green beans, papaya
Coconut oil
B
No
Oil
OFF
D ay D ay D ay D ay D ay D ay
8
9
10 11
12 13
A
B
<
oi l
Weighout
C. Design Health Education Messages

Since the Hearth sessions are set in a small, intimate environment where women
are focused on the health of their children, they present an excellent opportunity
to disseminate health education messages. Not only are the participants a
captive audience, they are also receptive to the messages and interested in
keeping their children healthy.
1. Identify Key Messages
The PDI process should have identified a number of behaviors that appear
to lead to better health and nutrition among the PD families. Use these
practices as the basis for health education messages. In order to affirm
that the lessons from the PDI are in line with international standards on
healthful practices, cross check the messages with the Ministry of Health
national health messages, or Facts for Life UNICEF messages (3). Focus
Health education
on feeding, hygiene, child caring practices and important health caring
messages should
practices, including home care practices for the sick child.
especially reflect PDI Although many key messages are demonstrated in the process of carrying identified practices for
out Hearth sessions (such as practicing hand washing and active feeding), feeding, hygiene, child
messages that directly reflect the PDI-identified practices need to be clarified caring and care of the
and emphasized.
sick child.
The boxes on this page

provide examples of
messages developed
around identified PD
practices in Myanmar,
Tajikistan,
Mozambique, and
Vietnam.
In Tajikistan, PDI
Children were:
Breastfed on
demand after six
months of age
Given good care
and kept hydrated
with home liquids
during diarrhea
episodes
Key Messages from

PDI in Mozambique
Children under three
years of age need:
To eat five to six
times each day in
addition to having
breastmilk
Extra fat or oil in
their diets
A high protein diet
with marula nuts
To eat more
protective foods
like fruits and
vegetables
PDI Feeding Practices in Myanmar by Age Group

Children six to twelve months:
Complementary foods provided three times a day in addition to
breastmilk on demand
Variety of complementary food provided: rice, oil, potato, half
chicken egg, beans
Amount of food: one teacup full per meal
Mother feeds the child with a small spoon
Mother provides snacks of potato or fish chips
Children twelve to thirty-six months:
Frequent feeding: four-five times a day in addition to breastmilk
Amount of food: four teacups full per meal
Variety of food in one meal [Breakfast fish stew; Rice + beans +
vegetables (Vegetarian family); Rice + small fish or shrimps and eel
+oil; Rice + watercress + duck egg + oil; Rice + vegetables + cheap
meat (pork/frog) + oil]
Child eats with spoon and has own plate
Child eats regular meals with family
Child drinks rice water three times a week
Child is supervised while eating
Key PDI Messages from Vietnam

1. Breastfeeding: Breastmilk is the best food for the child. It helps
protect the child against disease and helps develop a strong
relationship between the mother and the child. Do not stop
breastfeeding before twelve months.
2. The good foods colored bowl: We must give children under
three a variety of foods three to five times per day. These foods
include the good foods which some very poor families with wellnourished children use and that are available in our commune. We can
make a colored bowl of these nutritious good foods, which are
3. Supplementary food: From six months, in addition to breastmilk,
we need to give children supplementary food. We can start by giving
them weak, watered-down rice gruel and gradually give them a
stronger thicker mix of rice flour cooked in shrimp, crab or vegetable
broth instead of water.
4. Good child care: Children need people to take care of them, feed
them, play with them, and guide them. Good child care will help the
child to grow healthy, bright and able to love people.
5. Good health care: We can help prevent diseases from affecting
children by keeping the house, the childrens bodies, and their food
clean; giving the children vaccinations to prevent serious disease and
bringing sick children to the commune health center; and weighing the
children regularly to detect malnourishment at an early stage.
6. Taking care of well-nourished children at home: Families can
continue to maintain and improve their childrens health at home by
using the good foods available in the commune which are, the
good child care, and good health care they have learned from the
Model Families, such as
Messages Related to Planning Healthy, Well-Balanced Meals

The meals planned for the Hearth sessions include a computation of calories,
carbohydrates, fats, proteins, and micronutrients. Both Hearth volunteers
and caregivers, however, need to learn an easy method, such as food
groupings, to plan their own balanced meals. Check to see if there are
specific food groupings used in national nutrition policies.
Studies have found that caregivers have a difficult time retaining information
on three or four food groups. In addition, they may become more focused
on the combination of ingredients and their category, while forgetting
the importance of frequency and quantity. In this case, the three-color
or colorful plate concept can be useful. If three different colors (the
most common food choices are white/yellow, green, and red/orange) are
present, the meal is usually balanced. Since the staple food is often white
or yellow, two foods in other colors would be added to make a balanced
meal.
The Food Square
breast
milk
vegetables
(vitamins, minerals)
The Food Square is another way to teach food groupings (see Chapter 2,
Exercise 9: Traditional Meals). In the Food Square, each of the four
sections represents an important component of a balanced diet. Draw a
big square on the ground with a stick and place the food to be cooked
during a Hearth session within the appropriate boxes to show the
importance of variety in a healthy diet.
Messages Related to Meal Process
The process of the meal may be an important PD practice.
In Mali, it was found that a child with his/her own
feeding bowl was much better off than the child who
shared a family plate.
This important finding was integrated into the Hearth session
practice and key messages. Active feeding has often been
identified in PDIs as a key practice to be promoted.
Messages Related to Introduction of Foods
Since many children become malnourished after six months of age,
addressing PD behaviors for preventing malnutrition during the time
complementary foods should be introduced is important. Introducing new
foods into a childs diet in addition to breastmilk often requires extra effort
by caregivers. Some of the key practices include:
Feeding several times a day. With a small, limited stomach, infants and
children need small but frequent servings.
Feeding sufficient amounts of food at each feeding time. Infants and
children often take longer to eat than older children, and need to be
coaxed to consume enough food teaspoonful by teaspoonful. This is
called active feeding.
fats (energy)
cereals (growth)
proteins
(animal products for
bones,muscles)
Tips for Active

Feeding:
Feed infants directly
and assist older
children when they feed
themselves
Offer favorite foods
and encourage children
to eat when they lose
interest or have
depressed appetites
If children refuse
many foods, experiment
with different food
combinations, tastes,
textures and methods
for encouragement
Talk to children
during feeding and
make good eye contact
Feed slowly and
patiently and minimize
distractions during
meals
Do not force children
to eat
Source: LINKAGES,
2001 (3)
Ensure hands and tools

are clean when preparing
food and before eating
food.
Using balanced foods with high nutrient content. A good weaning

food often consists of rice, wheat, potato or other types of soft,
mashed cereals with protein foods (eggs, breastmilk, legumes), oil, and
cooked, mashed vegetables or fruits.
Reducing illness from contaminated food. Ensure hands and tools
are clean when preparing food and before eating food. Feed the child
only freshly prepared food and food that has been thoroughly cooked.
Previously cooked food kept for many hours at room temperature will
grow bacteria and make the child sick. Wash the outsides of fresh
fruits with clean water before peeling them.
The Positive Deviance Inquiry (PDI) will uncover the specific local
practices and food preparations that make introduction of foods
successful. Table 5.6 provides suggested food frequency guidelines by
age.
TABLE 5.6 Feeding Frequency / Type of Food by Age
Daily energy
requirements
Age of (kcals) from
child
foods
(not including
breastm ilk)
Number of
complementary
feedings a day
an d
Form of food
Number of
breastfeeds
n eed ed
(day and
night)
Freely as the
child wants,
gradually
Give mashed, semi-solid
cereals with legumes, beans, decreasing
breastmilk; add small pieces from about 8
feeds each
of mashed animal foods
day/night at 6
(eggs, meat, fish, cheese)
months
and fruits/vegetables
2-3 times a day
6-8
months
275
3 - 4 times a day
9 - 11
months
450
Continue with mashed gruel

(as for 6-8 months old), also
introduce snacks and fried
foods, increase quantity of
animal foods and fruits /
vegetables.
4 - 5 times a day
12 - 23
months
750
Freely as the
child wants
Freely as the
child wants,
Same as above; gradually
gradually to at
transfer to chopped or
least once each
mashed family foods after 12 day/night by 23
months.
months of age
Source: Sanghvi 1999 (5)

2. Plan Daily Schedule of Health Education Messages

Choose a maximum of six key messages for the whole two weeks. After
finishing the six messages in the first week, repeat the same messages the
second week (Days 7-12), using a different method of presentation, to
reinforce the lessons learned. The Hearth participants discuss one Hearth
message each day. Focusing on only one discussion theme per day prevents
overloading mothers with new information.
It is often tempting for staff members and volunteers (especially those
who are health professionals, nurses, educators, or nutritionists) to try to
push their own nutrition messages, menus and theories. The program
staff (including volunteers) must put themselves into the role of learners,
communicating to participating mothers during the Hearth sessions what
was learned during the PDI, and explaining that it is the wisdom of mothers
in their own village that they are learning and practicing.
Health education during Hearth sessions cannot be done in a lecture-style
mode. Instead, it is primarily learning by doing during the Hearth session,
questions and answers and group discussion, all of which is followed up at
home as they practice these new food preparation and feeding behaviors
in their own kitchens.
Teachable
EXAMPLE Moments
During the Hearth
sessions, take advantage of teachable
moments. In one
World Relief Project,
the Hearth volunteer
discovered that a child
hin the group was sick
with pneumonia. She
used this opportunity
to discuss recognizing
danger signs and
seeking health care.
Some guidance on adult learning techniques is provided in Chapter 2. For

more information on designing health education messages and adult learning
techniques see the resource list at the end of this manual.
TABLE 5.7 Sample Health Education Plan: Hearth Sessions
D ay 1
Breastfeedi ng
D ay 7
Lessons
learned
from
tryi ng
menu at
home;
breastfeedi ng
D ay 2
D ay 3
Hygi ene Acute

Respi ratory
Infecti on
(ARI) /
D i arrhea
home care
i ncludi ng
oral
rehydrati on
therapy
(ORT)
D ay 8
D ay 9
Hygi ene ARI/

D i arrhea
ORT home
care
D ay 4
Early
C hi ldhood
sti mulati on
D ay 10
Early
chi ldhood
sti mulati on
D ay 5
C omplementary
feedi ng
D ay 11
C omplementary
feedi ng
D ay 6
F ood
preparati on
techni ques
D ay 12
Revi ew all
messages;
Rei nforce
abi li ty to
practi ce
behavi ors
at home
A sample health
education plan with
topics, message content
and activities is included
at the end of this
chapter.
Hearth Session
Site Criteria
Location must be
accessible and
central
Space for 10-20
children (siblings
often tag along) and
10 caregivers
Access to a latrine
Access to clean
water for drinking,
cooking and hand
washing
Access to shade
and a kitchen area
D. Choose Site for Hearth Sessions

The term Hearth connotes women volunteering their hearths and homes to
assist mothers of malnourished children to begin the rehabilitation process.
Each Hearth volunteer is expected to use her home as the venue for a Hearth
session. It is helpful to use the same site for the whole twelve-day Hearth
session, but subsequent sessions can be held in different volunteers homes so
that the commitment does not need to be long-term. Weather permitting, the
Hearth session can be conducted outdoors on mats under a tree. It is important
that the atmosphere be relaxed and homey; sessions should not be held at the
health center or other facility.
E. Design Protocols for the Hearth Sessions

Protocols need to be established with community participation and support to
enable the program to proceed steadily toward its goals and decrease the
possibility of losing or overlooking any child in need of rehabilitation.
1. Decide on nutritional status cut-off point for participation
Will only moderately and severely malnourished children be invited to
participate in Hearth sessions or will all malnourished children be included?
Some Hearths are beginning to confront the challenge of preventing as
well as rehabilitating malnutrition and inviting pregnant first-time mothersto-be or new mothers with well-growing young infants. (These new mothers
exclusively breastfeed their children during the Hearth session, but
participate in meal preparation and other learning activities in anticipation
of the day when their infant will be ready for complementary feeding.) The
cut-off point should be decided based on greatest need as well as practical
considerations such as the availability of volunteers, budget, etc. In Vietnam,
where almost 70% of children under three years old were malnourished
(mild, moderate or severe), Hearth session participation was prioritized
for those children suffering from moderate and severe malnutrition (6).
Some projects consider the rate of growth instead of the nutritional status.
Focusing on the growth curve enables the project to prioritize children at
risk for future problems who might not be selected otherwise. This is
important since a childs failure to gain weight is often the first sign of an
underlying problem. Consider Child 1 who currently has a normal weight
for his age, but has failed to gain weight since the last weighing session.
Child 2 is underweight for his age, but is steadily gaining weight. Using
nutritional status, Child 2 would be targeted. The growth curve method
would prioritize Child 1 as being at greater risk (7).
2. Determine criteria for graduation
There are two different ways of determining whether a child is ready to
graduate from Hearth or needs to continue for another Hearth session.
a. When using national growth monitoring cards:

Criteria for graduation are based on movement between severe
malnutrition, moderate malnutrition, mild malnutrition and normal
nutritional status. This is the easier method to explain and use
with community members. The community might select to
graduate children:
Only when they reach normal nutritional status
When they move from moderate to mild malnutrition
When they move from severe to moderate malnutrition
b. When using weight gain guidelines:
Criteria for graduation are based on catch-up growth achieved
during the course of the Hearth session. With this method,
children who have achieved between 400 and 800 grams of weight
gain and are growing as fast or faster than the International
Standard Median are considered to have a successful outcome. It
is assumed that once a child has achieved the catch-up growth,
growth will continue in subsequent months.
If a child is not gaining weight, the child should be referred for
medical attention and the volunteer and supervisor should make a
home visit to rule out total lack of food in the house. Review the
child and caregiver attendance to ensure that both are attending
regularly (sometimes caregivers come to sessions without the
child). Staff should also review the Hearth menu to ensure that
children are getting enough protein and calories.
3. Decide how many Hearth sessions individual children can
participate in even if they havent graduated
The number selected will depend on the original objectives developed by
the community and the local situation. If the goal is to move children from
severe to moderate malnutrition, two to three 12-day sessions should suffice.
If the goal is to move children with severe, moderate, and mild malnutrition
to normal nutritional status, more sessions will be needed.
Most PD/Hearth sessions include a mandatory medical check-up at the
earliest possible time of enrollment for all children involved in the project If nutritional status is
or those who are moderately or severely malnourished. Children with severe not improving through
malnutrition (kwashiorkor or marasmus) need immediate medical attention.
repeated participation in
In Vietnam, where 65% of children were malnourished in the pilot projects, Hearth sessions, a
only children who were severely malnourished (weight-for-ageless than 3 strategy other than
Z-scores) were enrolled in the program and rehabilitation was defined as Hearth is required.
reaching moderate malnutrition (-2 Z-scores) or better. The average time
for a child to graduate from severe malnutrition (less than -3 Z-scores)
to moderate malnutrition (-2 Z-scores) ranged from 2.8 sessions in pilot
villages in Vietnam to about 1.9 sessions as the program evolved. (8)
EXAMPLE
Egypt
A special protocol for

the cases of growth
failure will focus more
attention on assisting
such children. In Egypt,
early identification of
at risk malnourished
children through a
questionnaire and
special attention via
repeated home visits
allowed the
implementers to
significantly reduce the
number of children who
failed to grow.
The protocol used in
this project can be
found at the end of this
chapter.
(Z-scores, or standard deviations, are an internationally accepted way of

describing nutritional status and can be found in Table 4.5.) Because there
are a significant number of new children entering the ranks of the
malnourished until the communitys conventional wisdom changes, it is
possible to continue Hearth sessions in a community with 300-500 children
under three for about a year in order to capture them all.
In Haiti, 60-70% of Hearth children, followed for three to six months after
the Hearth session, were growing as fast or faster than the international
standard for weight and age. Of the 30-40% who were not growing
normally, studies found that half of these children had a hidden infection,
mostly tuberculosis, and the other half lived in extreme poverty. These
children were either treated or enrolled in a poverty lending program based
on the situation. (9) Prior liaison with the formal health sector staff is
critical to ensure that a referral mechanism for these children exists. For
families who are impoverished, income generation activities should be
encouraged. These might include small savings and loan opportunities,
livestock production, raising chickens, provision of seeds for planting a
kitchen garden or technical assistance for increasing family agricultural
production. Documenting in detail the cases of children who do not recover
would help improve understanding of why some children do not respond
to the Hearth program.
Scenarios Demonstrating the Range of Hearth Situations
and their Impact on the Number of Sessions per Child
Scenario 1: The PD/Hearth operates in a region prone to
flood, drought, or earthquakes and under economic
hardships that involve seasonal migration of all or some
members of families. Due to the vulnerability of the
community, more sessions with periodic interruptions may be
needed.
Because of all the

conditions and
circumstances described
in these scenarios, it is
very difficult to
determine in advance
how many Hearth
sessions will be carried
out in a given
community.
Scenario 2: PD/Hearth operates without much public health

support. In this situation, the underlying causes of poor
response to additional food intake, such as child
tuberculosis, are not addressed and malnourished children
may need to participate in more Hearth sessions.
Scenario 3: The project is integrated in a child survival
program or parts of a hospital outreach program and families
have good access to a health center. The project designers
and the community may agree on a set number of Hearth
sessions per child (e.g., two to four) to avoid family
dependency on the project.
Even within a community, some neighborhoods or hamlets may have fewer

Hearth sessions than others. Program managers must remain alert to
perverse incentives for maintaining Hearths as long as possible (even at the
cost of maintaining a level of malnutrition). This is especially true if the
project calculates community inputs (cash, food, etc.) on the basis of the
numbers of activities or affected children.
Sample Community-Selected Hearth Protocols

1. Conduct regular growth monitoring and promotion quarterly
for all children less than three years old
2. All children less than three years old and moderately or
severely malnourished should attend Hearth sessions
3. Volunteers conduct follow-up home visits in conjunction with
the Hearth sessions
4. Children brought to the Hearth session and suspected of
having an underlying illness should be referred to the local
health post
5. Refer all children who have not improved after two 12-day
sessions (within two months) for a medical check-up
6. Pregnant women should be encouraged to eat more during
pregnancy and receive antenatal care
7. Mothers who are breastfeeding should continue
breastfeeding upon demand
8. Vitamin A will be distributed biannually to all children
9. All children will be de-wormed prior to attending the first
Hearth session
F. Create a One-Year Plan of Activities

Plan out the year with the Community Health Committee, project supervisor/
trainers, Hearth volunteers, Community Health Workers, and health staff to
determine the dates for Growth Monitoring and Hearth sessions. Table 6.8
provides a sample of an annual work plan in a large community.
If a community Growth Monitoring program already exists, Hearth participants
and graduates should continue to participate in it. Volunteers can encourage
mothers to take their children by making home visits to remind them. If a
growth monitoring program does not exist, development of one should appear
early on the annual work plan. The Village Health Committee can take the
lead in assuring that all families participate so that all under-five children in the
community are weighed on a regular basis. Mothers of children who are growing
well will receive positive feedback, while malnourished children will be detected
and referred to the Hearth.
Growth Monitoring is
an important aspect
of the ongoing plan
because it:
Enables
caregivers and
community
members to follow
the normal
development of the
young child and
encourages
caregivers with
healthy children to
maintain their
childrens health
Identifies
malnourished
children for
rehabilitation
through Hearth
Monitors the target
groups nutritional
status over time
Measures the
impact of PD/
Hearth on
beneficiaries
Measures the
sustained
rehabilitation of
Hearth participants
six to twelve
months after
rehabilitation
TABLE 5.8 Sample One-Year Hearth Plan

Large Community w ith Many Malnourished Children
Month Week
Feedback to villages on results of nutritional survey and establish

partnership and general goal with community leaders
Workshop on Participatory situation analysis of children's health,

including PDI for trainers
Participatory Situation Analysis in 2 villages with a community action plan
Set up or reactivate Village Health Committee (VHC) and select Hearth

Volunteers (HV)
Document Situation Analysis, Training of Trainers (TOT) on

Growth Monitoring Program (GMP)
Train VHC and HV in GMP and update household registers
First GMP session in 2 villages, with feedback
Train Trainers (Supervisors) on HEARTH (session 1)
Train HV and VHC on HEARTH (session 1)
10
First supervised HEARTH 1Nutrition education & rehabilitation s

sessions begin
11
Feedback session/Lessons learned
12
TOT Hearth management (monitoring & supervision tools)

Preparation for HEARTH 2 training
13
Training HV and VHC for HEARTH 2, including communication skills a

and home visiting format, management (monitoring)
14
HEARTH 2 in two villages
15
Supervise home visits by HV
16
TOT GMP 2, including vital events monitoring and creating in

indigenous score boards
17
GMP Training 2 for HV and VHC members
18
GMP 2 session in two villages
19
HEARTH 3
20
HEARTH 4
21
GMP 3
22
HEARTH 5
3&4
23
HEARTH 6
3&4
24
TOT for 6-month evaluationof nutrition education & rehabilitation
25
GMP 4 Session and 6 months evaluation of HEARTH
26
Documentation of evaluation (qualitative and quantitative) and new

strategies (new action plan)
27
HEARTH 7 and HEARTH 8
9
10
3&4
3&4
28
GMP session 5
11
29
GMP session 6
13
30
GMP session 7
15
31
Project phase 1 evaluation
3&4
3
3&4
4
3&4
3&4
2
3&4
HEARTH QUESTIONS AND ANSWERS

What about incorporating traditional foods?
A countrys national dishes or cuisine are often naturally balanced. The
preparations may be difficult or time-consuming and therefore no longer
prepared as frequently. Ask village elders about possible food options from
the old days. In most countries, there are indigenous leaves that have lost
their former acceptance in favor of other vegetables, such as cabbage and
eggplant. These indigenous leaves, often rich in iron, calcium, folic acid protein
and Vitamin A, can be reintroduced into the standard diet through the Hearth.
How do you overcome belief systems such as those that
attribute malnutrition to non-food related causes?
One of the reasons for starting PD/Hearth in small pilot areas is to demonstrate
the dramatic impact on malnourished children within one month. When
malnourished children are rehabilitated, they become living proof of the
effectiveness of the Hearth practices and community members become
advocates for change. Through their example, beliefs will eventually change.
To conduct such a pilot, look for mothers to participate who do not hold
tightly to such beliefs.
What happens if the caste system prohibits people of different
castes from eating together?
Do a PDI and look for positive deviants that break that habit. In the mean
time, form groups of the same caste to facilitate group cohesion.
Vanquishing
Sorcerers
EXAMPLE in Mali
In Mali, grandmothers
saw children
rehabilitated from
Kwashiokor, which
they previously
attributed to the evil
eye and only curable
via witchcraft. They
reported, On a vaincu
les sorciers. (We
have vanquished the
sorcerers).
ADDITIONAL MICRONUTRIENT INFORMATION

Vitamin A
There is a relationship between Vitamin A deficiency and increased frequency
of infections and protein-energy malnutrition. Vitamin A helps protect the
body from night blindness, measles, respiratory infections and diarrhea.
Breastmilk is a rich
source of Vitamin A for
the first months of life.
When children begin to
eat other foods at six
months of age, they need
to eat a Vitamin A rich
food daily.
In areas where
itamin A foods are
scarce and countries
where Vitamin A
deficiency has been
documented, WHO
recommends Vitamin A
supplements for postpartum women and
children. Check with the
Ministry of Health for
local policy.
Breast milk is a rich source of Vitamin A for the first months of life.
When a child begins to eat other foods at six months of age, he/she
needs to eat a Vitamin A rich food daily.
Vitamin A found in animal products is preformed or retinol (ready
for the body to use as Vitamin A). Retinol is found in meat and the
flesh of fatty fish, in egg yolks and milk fat. Liver is a particularly rich
source.
Vitamin A as found in plant sources is pro-vitamin or carotenes (a
form which the body can convert into Vitamin A). Important sources
of carotene are bright yellow or orange vegetables such as carrots,
pumpkin and red sweet potatoes; fruits like papaya/pawpaw or
mangoes; red palm oil; and dark green leafy vegetables. Vitamin A is
fairly stable during normal cooking methods and does not dissolve in
water. However, if the color is removed through extended cooking,
the Vitamin A is also removed. Leaves start losing their carotene
value as soon as they are chopped or torn.
In areas where Vitamin A foods are scarce and countries where
Vitamin A deficiency has been documented, WHO recommends
Vitamin A supplements for post-partum women and children. At the
time of this publication, the recommendation is to provide one dose of
200,000 IU to the mother within the first eight weeks after delivery;
one dose of 100,000 IU for infants from 6-11 months; and one dose
of 200,000 IU for children 12-59 months every 4-6 months. (10) Be
sure to check this policy with the Ministry of Health staff.
Vitamin C
Vitamin C plays a role in preventing illness and anemia. The best source of
Vitamin C for very young children is breastmilk. It is also found in fresh
fruits and vegetables and some fresh tubers. Good sources of Vitamin C are
citrus fruits (lemons, oranges, etc.), watermelon, strawberries, mangoes, and
tomatoes. Vitamin C is highly soluble in water and is rapidly destroyed by
heat.
ADDITIONAL MICRONUTRIENT INFORMATION

Iron
If the prevalence of anemia is known to be very high (40 percent or more),
give iron supplements daily (12.5mg/day) to infants six months to one year
of age. Continue supplementation, if necessary, until twenty-four months of
age. For low birthweight infants, start supplementation at three months.
(11)
Tea inhibits absorption of iron. In cultures where it is common to drink tea
with meals, families should be encouraged to substitute a local herbal tea,
plain boiled water or juice for tea during meal time. Tea served between
meals will not affect iron absorption.
Red meats and egg yolk are excellent sources of easily absorbed iron, while
iron from plant sources is more difficult for the body to absorb. Some good
plant sources include leafy green vegetables, dried fruits such as raisins,
legumes and molasses. Vitamin C enables the body to better absorb iron
from foods.
Zinc
Zinc has a positive effect on reducing diarrheal disease and is essential for
children to grow and thrive. The mineral also combats child pneumonia,
heals wounds more quickly and helps to strengthen a childs immune system.
Stunted children should be given a zinc supplement to increase growth rate.
Zinc is found in whole grains and in animal foods such as meat, milk and
eggs.
Note:
Any micronutrient supplements or de-worming
medicine given should be prior to and separate from
IDEA
the Hearth session either at the health center or at
monthly growth monitoring sessions. Mothers may otherwise
think the childs recovery is due to the supplements instead of
the Hearth food and practices.
Tea inhibits absorption

of iron. In cultures
where it is common to
drink tea with meals,
families should be
encouraged to substitute
a local herbal tea, plain
boiled water or juice for
tea during meal time.
TABLE 5.9 Sample Curriculum: 12 Day Hearth Session
Messages from days 1 to

6 are repeated during
days 7 to 12 to reinforce
Hearth lessons fro home
use.
D AY
MAIN
TOP IC
C ON TE N T
D ay
1
B reastfeedi ng
B reastmi lk as best food for i nfant

B enefi ts of colostrum
Immedi ate i ni ti ati on of breastfeedi ng after
deli very
E xclusi ve breastfeedi ng for at least three
months
B reastfeedi ng durati on (up to 24 months)
D ay
2
" Good
food"
plus
vari ety
of food
Inventory of foods for chi ldren avai lable i n

the vi llage
P D foods
D ai ly food contri buti on,
Hearth menu
Importance of fat i n the young chi ld's di et
Feedi ng the chi ld three meals a day and
snacks i n between
D ay
3
D ay
4
C om-plementary
feedi ng
When to i ntroduce complementary feedi ng

Why i ntroduce new food i n addi ti on to
breastmi lk
Ingredi ents for a complementary food
C onsi stency and quanti ty, method of
feedi ng
AC TIV ITIE S
D i scussi on
Use of i nteracti ve
vi sual ai ds (poster)
to deli ver the
message
D i scussi on
Use of Hearth menu
i ngredi ents
Games, P oster
D i scussi on
Reci pes for complementary feedi ng
Message, Games,
P oster
Good
chi ld
care
P ersonal hygi ene

Hygi ene around feedi ng
S upervi si on duri ng feedi ng
How to feed the chi ld wi th poor appeti te
D i scussi on
Good
health
care
E nvi ronmental and food hygi ene

P romoti on of vacci nati on and regular
wei ghi ng
D i arrhea: treatment of di arrhea at home
(symptoms, di et, use of ORS demonstrati on)
Identi fi cati on of danger si gns and seeki ng
help
P reventi on of di arrhea
D emonstrati on of
how to use ORS
packages or homemade equi valent
Use of P D foods at home

P racti ci ng good hygi ene around food and
whi le eati ng
Mai ntai ni ng good personal and
envi ronmental hygi ene
D i scussi on
P racti ce duri ng
Hearth sessi on
Message
D ay
5
D ay
6
K eepi ng
chi ldren
healthy
at
home
D AY
OFF
D ay
7
Message
The model fami ly

chart
P racticing at home
B reastfeedi ng
How to i ncrease breastmi lk producti on

B reastfeedi ng duri ng maternal or chi ld
i llness
Maternal di et duri ng lactati on
B reastfeedi ng and spaci ng chi ldren
D i scussi on
Interacti ve vi sual
ai ds, poster
Message
D ay
8
" Good
food"
and
vari ety
of food
Revi ew i tems from D ay 2

Role of di fferent foods for adequate growth
(four food groups)
Revi ew Hearth menus
D i scussi on
Use of Hearth menu
i ngredi ents
Message, games,
poster
C omplementary
feedi ng
Revi ew the i tems covered on D ay 3

C omplementary feedi ng
B reastfeedi ng
D ay
10
Good
chi ld
care
P osi ti ve frequent i nteracti on wi th chi ld

D i splay of affecti on
S upervi si on at play and at all ti mes
Hand games
D ay
11
Good
health
care
Revi ew D ay 5
Treatment of the si ck chi ld at home
A RI: i denti fi cati on of danger si gns of A RI
D i et duri ng and after i llness
C are seeki ng
P reventi on
D i scussi on
D ay
9
P oster
Reci pes for
complementary
feedi ng
Message
Good child care

includes positive
frequent interaction with
the child, displays of
affection and
supervision at play at all
times.
D ay
12
K eepi ng
chi ldren
healthy
at
home
Use of P D foods at home

P racti ci ng good hygi ene around food and
whi le eati ng
Mai ntai ni ng good personal and
envi ronmental hygi ene
S ongs
D emonstrati on of
breathi ng patterns
Revi ew of message
D i scussi on
Fami ly Model
P oster
Message
HEARTH REGISTRATION FORM

VHW Name:______________________________Date:______________
Childs Name: _____________________________Date of Birth:_______
Age (months):_____ Gender:!Female!Male Childs Weight(kg):_____
Mothers Name:_____________________________________________
Ask the mother the following questions abouth the child
at the beginning of a 12-day Hearth session
Section I: Major C riteria
(one or more ' b' answ er(s) is considered AT R ISK )
N o. Questions and Filters
C oding C ategories
[ ] a. 1st-4th chi ld
[ ] b. 5th and hi gher
b:[ ]
[ ] a. No
[ ] b. Yes
b:[ ]
2
3
What i s thi s chi ld's bi rth order?

Is thi s chi ld a twi n?
How old were you at the ti me of thi s
chi ld's bi rth?
[ ] a. 30 years
and younger
[ ] b. 31 years
b:[ ]
and older
4
So far, how many pregnanci es have

you had? _____
How many deli veri es? ____
How many li ve bi rths? ____
Have any of your chi ldren ever di ed?
So far, how many previ ous
13-day Hearth sessi ons has thi s
chi ld attended?
(D o not i ncl ude current sessi on)
[ ] a. No
[ ] b. Yes
[ ] a. 0-1 sessi on
[ ] b. 2 or more
b:[ ]
N o. Questions and Filters
C oding C ategories
D oes your house have

a sani tary latri ne?
[ ] a. Yes
[ ] b. No
b:[ ]
In the past two weeks,

di d thi s chi ld have di arrhea?
[ ] a. No
[ ] b. Yes
b:[ ]
Was thi s chi ld "unusually small"

at bi rth compared wi th other newborn [ ] a. No
chi ldren?
[ ] b. Yes
b:[ ]
How much ti me do you yourself

spend duri ng the day feedi ng
and playi ng wi th your chi ld?
[ ] a. More than 1 hour

[ ] b. Less than 1 hour
b:[ ]
(Ask thi s questi on onl y from the

m other of a chi l d 6-12 m onths of
age):D i d you breastfeed thi s chi ld
exclusi vely for at least four months?
[ ] a. Yes
[ ] b. No
b:[ ]
10
Volunteers should fill in the

form for each child
separately at the first day of
Hearth session and after
weighing the child. At the
end of the first Hearth day,
the volunteer should analyze
the data and identify children
at particular risk in her
group.
b:[ ]
Section II: Minor C riteria

(tw o or more ' b' answ ers is considered AT R ISK )
This form is designed to

identify children at
particular risk who may
need extra attention during
or after the Hearth sessions
and during home visits.
These children are less likely
to graduate at present
intervention intensity and
require more effort by the
Hearth volunteer to increase
the chances of graduation.
Check the code next to the

category that best matches
the mothers response. If
the answer to any question
is b, place a check in the
last column.
If the answer to ANY
question in section I (Major
criteria) is b or if there are
TWO b answers in
section II (Minor criteria),
the child should be
identified for special
attention as shown in the
list on the next page.
Total number of b answers in Section I (Major criteria): ____

Total number of b answers in Section II (Minor criteria): ____
AT RISK: NO ! YES !
Form from Save the Children/

US: Egypt Field Office
PROTOCOL FOR EARLY IDENTIFICATION OF

AT RISK MALNOURISHED CHILDREN
If the answers from the

egistration
Registration
Hearth R
Form (previous page),
indicate a child at
particular risk, the child
should be identified for
special attention as
shown in this protocol
list.
Spend more time at

home visits and
investigate underlying
problems, constraints
and resistance points.
1. Assure that the mother and her child attend all twelve days of the Hearth
session (check every day).
2. Pay an additional home visit to the household.
3. Make sure that the mother has understood all Hearth messages and
recommended practices and knows how to carry them out correctly.
4. Describe the practices and their importance to other home decision
makers (e.g. mother-in-law and/or husband) to ensure their support.
5. Assure that all children six months of age and older are receiving
complementary food while continuing breastfeeding, that the child is
being actively fed by mother/father/caregivers (especially children with
poor appetite), that there are a variety of foods (particularly the PD
foods) in the childs daily diet and that there is appropriate frequency of
feeding (at least 3-4 meals a day) with the proper amount of food at each
feeding. Promote giving healthy snacks to the child at home.
6. During home visits, give special attention to mothers who are
introducing complementary food for the first time. Check on the diets
ingredients, consistency and quantity as well as the method of feeding.
7. Spend more time at home visits and investigate underlying problems,
constraints and resistance points by talking to the mother, mother-in-law,
husband and other members of the family (e.g., investigate time
constraints, lack of empowerment of mothers to carry out Hearth
practices at home, mother-in-law/husband objections to the new
practices, economic constraints, lack of latrine, safe water source, etc.).
8. Make sure that the mother has enough time to carry out the Hearth
recommended practices and spends enough time feeding, interacting and
playing with her child. If not, discuss the possibility of reducing
mothers workload with the help of her mother-in-law, husband and
other members of the family. This problem can further be addressed
through better time management, giving priority to child needs in the
daily work setting, etc.
9. Be certain that the secondary caregiver(s) gets appropriate advice for the
childs care from the mother when she is away from home.
10. Investigate the existence of proper hygiene practices in the household
(i.e., good body hygiene, use of safe drinking water, good hygiene while
feeding the child and handling and preparing the food, etc.).
11. Assure that the mother/mother-in-law/husband can identify danger signs
of the sick child and explain the importance of timely and appropriate
help-seeking. Emphasize the importance of continuing to feed the child
during illness and increasing feeding immediately after illness for catchup growth.
12. Investigate the existence of ORS packets at home and the proper use of
them by the mother.
13. At any home visit, if the child has diarrhea, make sure that the mother is
giving ORS to her child (especially in your presence).
STEP 6
Conduct Hearth Sessions

A. Collect materials and set-up the daily
Hearth sessions
B. Greet and register caregivers and their
children and collect PD foods
C. Lead the Hearth session
D. Supervise Hearth activities
ith all the planning completed, it is now time to start the Hearth sessions.
This chapter covers Steps 6 through 8.
Step 6: Conduct the Hearth Sessions

There is a European fable which illustrates the dynamics seen in Hearth sessions:
Stone Soup
After years of war, two soldiers came to a village looking for
food. They went to the first home and asked for food. Tired
of providing for soldiers during the war, and without much
for themselves, the first family said they had no food to spare.
Going to the second home they received the same answer.
The clever soldiers then decided to make a pot of stone soup. They
asked to borrow a pot and placed a large round stone in the pot. They
added water and started to boil the soup.
The villagers were curious and gathered around to see what was
cooking. The soldiers said, This soup is fine by itself, but I do wish we
had a few carrots. They would add a fine flavor. Soon a woman
exclaimed, Yes, I have some carrots in my pantry, Ill run and get
them. They cut up the carrots and added them to the pot. Next, they
said, This stone soup would be so delicious if we only had some
potatoes. Soon a neighbor brought some potatoes. Next, they spoke of
the excellent addition that onions, tomatoes, beans, and squash would
make. Shortly the pot was full to the brim with a nutritious soup. The
whole community feasted and congratulated the soldiers on their
wonderful recipe.
STEP 1
Decide if this
program is
right for you
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
STEP 6
Conduct
Hearth
Sessions
STEP 7
Support
New
Behaviors
STEP 8
Repeat
Hearth
Sessions as
Needed
STEP 9
Expand
PD/Hearth
Programs
CHAPTER SIX
Steps 6, 7 and 8: Conduct,
Support & R
epeat Hearth Sessions
Repeat
WHERE ARE YOU?
The important moral of the Stone Soup

story is that many small contributions led to
the creation of a large nutritious meal for
everyone. So too, it is possible to combine
locally available foods, contributed by the
Hearth program and community members, to
feed and rehabilitate malnourished children.
List of Materials
Weighing scales (can be
used for growth
monitoring program as
well)
Register to track
attendance and weights
Daily menu and recipes
Health education
materials
Soap, wash basin,
towels (for handwashing demonstration
and practice)
Water pitchers
Mats (for
accommodating the
children)
Cooking pot, frying pan
and cooking utensils
Cutting boards and
mortar and pestle
Fuel/wood (for
cooking)
Cups, bowls, plates and
spoons (or caregivers
can bring them from
home)
Staple food (e.g., rice,
fufu, yams)
Oil
Additional ingredients
A. Collect Materials and Set Up the Daily Hearth Session

The following materials should be collected and set up a few hours before
the actual Hearth session begins:
Caregiver and community contributions of as many of these items as possible

will increase the community buy-in and ultimate sustainability of the Hearth.
In addition to a handful of the PD food, mothers can be expected to take
turns bringing the staple food, oil and other ingredients. They may also be
able to bring bowls, cups, spoons and towels every day and alternate bringing
some of the cooking pots and utensils. Table 6.1 (next page) provides a list
of the basic materials and columns for identifying their source.
Once the materials are collected, set up a hand washing station with soap
and clean water and an area with clean surfaces for cleaning and chopping
food. An appropriate distance from the cooking area, set up a clean
environment with a mat for the children to sit and play. Lay out utensils,
plates and cups and cover them to prevent contact with flies and dust.
B. Greet and Register Caregivers and their Children and Collect
PD Foods
The volunteer and program staff should greet all participants warmly and
politely. The volunteer should collect the PD food and show the participants
where to sit. The volunteer should then record the attendance of the
caregiver in the log book, along with the PD food and/or other contribution
that was brought to the session.
136 / Chapter Six: Conduct, Support and Repeat Hearth Sessions
TABLE 6.1 Basic Materials for Setting Up a Hearth Kitchen

ITEMS
C OMMU N ITY
IMPLEMEN TIN G
AGEN C Y
C AR EGIVER S
C ooki ng pots
Fryi ng pan
C ooki ng utensi ls
Bowls
Basi ns
Spoons
C ups
Water pi tchers
C utti ng boards
Mortar and pestle
S oap
Nai l cutters
Mats
Fuel/wood
P D F ood
Staple food (ri ce,
fufu, yams)
Oi l
Towels
Other i ngredi ents
Hearth sessions require each caregiver to bring some of the good foods
that have been identified as positive deviant within the community. There
are several reasons for this:
Caregivers learn to collect or purchase the PD foods and prepare
nutritious meals with them
Caregivers repeatedly practice the behavior of collecting and
preparing healthy food
It shows that the food practice will be possible once the session ends
Families form a daily habit of feeding their children good foods that
are readily available
C. Lead the Hearth Session
A two-hour Hearth session usually includes one hour of food preparation
and cooking, one half hour of feeding, and one half hour of clean-up and
health topic discussion. Each day, participants rotate to different duties of
the Hearth so that everyone learns all the skills.
While some participants are cooking, the others play with and care for the
children. They wash hands, provide the snack food and practice games
and songs to stimulate their children. Older siblings who are present can
be recruited to help with hand washing and hygiene, snacks, games and
discussions.
Hearth sessions require

each caregiver to bring
some of the good foods
that have been identified
as positive deviant
within the community.
Group feeding
inherent in Hearth
sessions is important
for several reasons:
Eating together
helps overcome a
lack of appetite as
children who sit
together tend to eat
together
A support group is
formed through the
preparation of a
collective group meal
Caregivers can
share and practice
different early
childhood stimulation
techniques
Volunteers can
monitor food going to
the malnourished
child instead of other
family members
Volunteers can
provide nutrition
education to a captive
caregiver audience
Volunteers can
demonstrate the
emotional aspect of
feeding between
mother-child and
sibling-child
Volunteers can
provide the
caregivers emotional
support
General Steps followed in each Daily Hearth Session

1. Welcome all of the participants. Review the goals of the Hearth,
the agenda for the day, and respond to any participant concerns or
questions. (You can discuss PD foods and other contributions that
were brought this day, along with causes of a childs slow growth.)
2. Show the participants where they can wash their hands and the
hands of their child: demonstrate proper handwashing technique using
soap and rubbing hands together at least three times. (At the same time
check children for illness and refer any sick child to the health post)
3. Distribute a snack to the children (discuss how snack time boosts
calorie intake, stimulates appetite and provides the caregivers with
time to cook the main meal).
4. Conduct a health education discussion on the health topic for the
day.
5. Divide the participants into teams for different aspects of the food
preparation, child care and stimulation, and clean-up.
6. Prepare and cook the meal while other participants play with the
children using songs and games.
7. Repeat handwashing of the caregiver and child.
8. Distribute the meal and supervise caregivers as they feed their
children (use opportunities to demonstrate active feeding techniques).
9. Clean up.
10. Review the days lessons.
11. Plan for the next days menu and food contributions with the
mothers or other caregivers.
Special Days
There are a few days with special activities that need to be incorporated
into the daily agenda.
Days 1 and 12: Child Weighing
Every child is weighed on the first and last day of the Hearth session.
Materials needed:
Scale
Hearth register book
Growth Monitoring Cards (brought by caregiver for each child)
Volunteers weigh each child, record the weight in the Hearth register book
and plot the weight on the childs Growth Monitoring Card. Caregivers
should be informed of the childs weight, growth and his/her malnutrition
status.
Day 7: Home Alone Day

After spending six days in a group setting cooking and feeding, on the
seventh day participants stay home and practice the new behaviors.
Discussion on Day 8 should revolve around the experiences the caregivers
faced at home. If the behavior was not practiced at home, it is important to
find out why and assist the caregiver in developing a strategy. Use probing
techniques to identify any obstacles encountered in the household. Through
discussion, caregivers can share their problems and offer each other
solutions.
Day 11: Next-to-last day of the Hearth Session
At the eleventh Hearth session, volunteers ask families to bring to the last
session all of the necessary ingredients to prepare a healthy meal for their
child at home. They also remind caregivers to bring Growth Monitoring
Cards to the final session.
Day 12: Last day of the Hearth Session
On the final day of the Hearth session, caregivers will prepare a meal as
they would at home. In addition to the regular daily activities, at the 12th
Hearth session, children will be weighed. The Hearth volunteer records
the childs status (whether he/she will graduate or repeat the Hearth the
following month) in the Hearth register book and discusses the results
privately with each caregiver.
For those children who have moved into the green and met the
graduation criteria: Volunteers congratulate the caregivers and advise
them on how to keep the child healthy at home.
For those caregivers whose children have gained weight, but have not
yet met the criteria to graduate: Volunteers congratulate them and advise
them to continue what they have learned during the Hearth session at home
and then come back to the next Hearth session. They subsequently make a
home visit to provide the date of the next Hearth session and check on the
childs progress.
For those children whose weight has not increased: Volunteers talk to
the caregiver about the issue, providing guidance on following the Hearth
menus and the hygiene and care practices at home. If the child has not
been sick, they remind the mother that the Hearth meal is an extra meal and
not a replacement meal. The caregiver is asked to bring the child to the
next Hearth session. The supervisor and volunteer will make home visits
to the family before then to encourage new practices.
If the caregiver is an older sibling: The volunteer advises them that a
home visit will be made to personally inform the parents of the outcome of
the Hearth session.
After completing the

last day of the Hearth
session, volunteers
summarize and record
the following
information in the
Hearth roster book:
Total number of
children who
attended the
Hearth sessions
Number of children
who gained weight
Number of children
who had no weight
gain
Number of children
who lost weight
Number and
percent of children
who graduated
Number and
percent of children
at different stages
of malnutrition
Number of children
planned for the
next Hearth
session
D. Supervise Hearth Activities

The project manager oversees the supervisors/trainers and the supervisors/
trainers oversee the Hearth volunteers. Good supervision at both of these
levels ensures quality within the Hearth sessions and provides supportive
feedback and guidance to address any problems that may arise.
The supervisor helps the

caregiver overcome any
barriers encountered in
the real-life home
situation, reinforces key
messages and provides
support and
encouragement for
continuing to practice
the new behaviors until
they become routine.
As the project begins, both the project manager and the supervisors/trainers
must participate in supervision of the Hearth sites. Since this is a skill that
is learned with practice, it is recommended that project staff and supervisors/
trainers do supervisory visits together as much as possible. As the
supervisors/trainers gain experience, the project staff can turn over more
and more of the site supervisory duties.
Supervisors/trainers should be available during the initial Hearth sessions
to help the volunteers with any issues that come up. This is especially true
in the first few days of each Hearth session when they check to make sure
all the proper foods are being used, that the weighing is done accurately,
and that the volunteers are encouraging caregivers and mothers to
participate. Stagger the Hearth session startups to facilitate this presence
in those crucial first few days.
The Observation Checklist and Caregiver Interview Guide are useful to
assist the supervisor in assessing the quality of the intervention. The
Supervisor Feedback and Trouble Shooting Guide provides a tool for
summarizing the information gathered, reviewing it with Hearth volunteers,
and guiding them in developing solutions. Reviewing records and
interpreting the data is done together with the Hearth volunteer and provides
quantitative evidence of the programs strengths and weaknesses. Sample
supervisory forms are located at the end of this chapter and can be adapted
to your program needs.
Additionally, staff and/or supervisors/trainers and volunteers should make
periodic home visits to participating families during the Hearth sessions
and for a period of two weeks to one month after the sessions end. Home
visits provide the supervisor with valuable information about the feasibility
of new practices in the home.
The supervisor helps the caregiver overcome any barriers encountered in
the real-life home situation, reinforces key messages and provides support
and encouragement for continuing to practice the new behaviors until they
become routine. These visits are especially important for any child who
failed to graduate from the Hearth session. The supervisor is often in a
position to deal with issues that the Hearth volunteer cannot deal with
alone. Through these visits, the supervisor supports the volunteer and
ensures the success of the intervention while the volunteer learns the skills
needed to assume responsibility for conducting the home visits alone.
Step 7: Support New Behaviors

STEP 7
Support New Behaviors through Home Visits
The most convincing

argument for behavior
change is visible change
in the child. After two
weeks of Hearth
sessions, a child
recovering from
malnutrition becomes
hungry and playful,
losing edema (swelling)
and/or beginning to gain
weight. Mothers make
An important role of
the connection between
the volunteer in the
providing extra food and
follow-up visits is to
seeing a dramatic
ensure that the food is
improvement in
indeed extra. A
appetite, general
mother should not
refuse the child his or her portion from the family pot because she is providing demeanor, and activity
the extra meal and snack. The child needs this additional nourishment to gain level of their children.
ehavior change theory states that we need at least twenty-one days of

practicing a new behavior in order for it to become a habit. Hearth should
be thought of as a four-week (twenty-eight day) exercise: two weeks working
with peers in a group setting followed by two weeks of at-home practice with
occasional supervision from a Hearth volunteer. In some communities, the
Hearth volunteers visit the caregivers at home every day for two weeks to
ensure that they are able to continue practicing the new behaviors. In other
communities, villagers
informally monitor
their neighboring
childrens progress,
with less frequent visits
by the volunteers.
the needed catch-up growth.

Hearth volunteers continue every month or every two months to record the
weights and nutritional status of all children under three for whom they are
responsible. They aggregate and share the growth data with the Village Health
Committee and village leaders using community scoreboards visibly displayed
at the community or health center. This monitoring system provides a powerful
tool for communities to measure the improving nutritional status of their children
and provide positive reinforcement to the caregivers.
A major component of the Hearth approach is community involvement and
community-wide change. It is not simply about rehabilitating individual
malnourished children and graduating them through Hearth sessions. It is also
about raising community awareness of child malnutrition and having the
community witness nutritional improvement through the hard work of their
neighbors. When community leaders are kept abreast of the Hearth outcomes,
they are able to realize its power. Without the community behind this effort,
the power of the methodology is greatly reduced and potentially lost.
In Myanmar,
the NGO staff
posted results
and
IDEA
photographs
of the Hearth in local
train stations. Curiosity
was aroused and
community members
wanted to learn more.
Such marketing is an
effective way of
spreading the word and
promoting good
nutrition.
Step 8: R
epeat Hearth Sessions
Repeat
STEP 8
Many communities,
once seeing the positive
impact of the Hearth
program, are anxious to
share the technique with
their neighbors or
neighboring
communities.
Repeat Hearth Sessions as Needed
hildren who remain malnourished are invited to join a Hearth session the
next month, until the majority of all children in the community show
adequate weight gain and growth. Graduation requirements and protocols for
repeating Hearth are covered in Chapter 5.
Most communities repeat Hearth programs monthly or periodically for up to
one year to rehabilitate all malnourished children. Results from the communitywide growth monitoring sessions determine when the Hearth can actually end.
The community must then ensure that the new behaviors are sustained as the
implementing organization moves on to another location.
In the Green!
A Program Director was visiting the Hearth project in rural
Myanmar. He saw a young boy jumping around at a Hearth
session as he proudly exclaimed, Im in the green now! Im
in the green now! The boy was a recent graduate.
But once the boy saw the food that was being fed to the
participating children that day, he changed his tune and tried
to take it back by saying, I mean Im in the yellow still. The
food looked so tempting, he was willing to pretend he still
required the Hearth!
Many communities, once seeing the positive impact of the Hearth program,
are anxious to share the technique with their neighbors or neighboring
communities. This enthusiasm attracts those caregivers with malnourished
children who might not have participated in the early Hearths.

What if mothers spend all day working in the fields
or in a factory and are unavailable to attend the Hearth?
Attendance tends to be sporadic in the beginning of the program, with few
participants attending all twelve days. Those participants who do, however,
have children who perform better nutritionally. These children provide a good
example to others and absenteeism drops off when the community witnesses
the positive outcomes of attending a Hearth session. It still may be a challenge
to select a good time when mothers or other caregivers are free. If the main
caregiver is a grandmother or an older sibling, this person can accompany the
It still may be a
child. Whoever feeds the child should learn the new, beneficial practices and
challenge to select a
then train the mother at home through example and discussion.
Do you let siblings attend Hearth?
The Hearth focuses on rehabilitating specific malnourished children. Other
children should only be allowed to eat if there is left over or surplus food and
the Hearth participant children have already eaten. If an older sibling is brought
along, see if s/he can participate in some way such as helping with handwashing.
The more household members exposed to Hearth messages, the higher the
level of support for adopting these new behaviors within the home. If caregivers
bring several children too old for Hearth, but still needing attention, one of the
oldest children present may be tasked with taking them to an area some distance
away to play so that mothers are not distracted and the noise level during food
preparation and feeding is kept down.
Can a mother just send her child?
No. This is not a feeding program. A child cannot be sent alone for food and
a messenger cannot come to pick up food for a child who does not attend.
This defeats the purpose of a Hearth, which is based on behavioral change.
What about hungry, malnourished mothers
who bring their malnourished children?
It is difficult to deny food to the mothers who are cooking and feeding their
children. There are also benefits to having them taste the food. Consider
adding extra ingredients to the allotted portions to enable the mothers to eat.
This can be an opportunity to boost maternal nutrition, but the program emphasis
naturally rests on feeding children. Link these mothers with income-generating
projects or food aid.
What if a caregiver does not bring a contribution?
Caregivers who do not bring a contribution should not be permitted to attend
the sessions. This avoids setting an unhealthy precedent. PD foods, by design,
are inexpensive and accessible and using them should not entail an additional
expense. By reprioritizing limited resources and shifting spending patterns,
families can purchase more nutritious options. If a family is absolutely too
good time when mothers

or other caregivers are
free: whoever feeds the
child should learn the
new, beneficial practices
and then train the
mother at home through
example and discussion.

poor (as defined by the community) to contribute the PD food, then they may
bring water or wood for fuel to the Hearth session.
How do you convince children with poor appetites to eat?
Never force feed a child. Allow children to eat slowly and a little at a time.
Early childhood stimulation and interaction with the mother or caregiver are
effective means for bringing the child around to enjoying her/his food. Try
using songs, games, eye contact and interactive play.
Children who have

finished their food
should be given more
until they are no longer
hungry.
How can a child possibly eat so much during a Hearth and be

expected to still eat from the family pot the rest of the day?
It may seem like a large quantity of food, especially for an anorexic child who
is not interested in food. However, appetites generally are stimulated as a
function of beginning to eat and anorexic children will become hungry again.
Once they overcome their initial anorexia, they are more than happy to finish
off the meal. Mothers should understand that Hearth food is extra and designed
to help malnourished children catch up on their weight. This meal should not
replace other calories being given at home. If the child does not get the extra
calories, there is no hope of catch-up growth. Stress that the food is to be
considered as medicine to make the child recover. Any child who has finished
his/her food should be given more until he/she is no longer hungry. Be aware
that a malnourished child may defecate immediately after eating. This is normal.
Reassure the mother and show her to the latrine.
What do you do if malnourished children cannot finish
their meal during the Hearth session?
Each participating child will be given a measured amount of food with the
required caloric/protein content, so it is best not to dilute the effect. Once it is
clear that the child will not eat anymore, the older sibling or mother can finish
it. Leftover food should not be brought home. It is uncertain that the child
will get it and microbes can multiply quickly in most prepared meals. The
childs appetite may improve as the Hearth session progresses. Gradually
increase the quantity of food. Often malnourished children will not eat much
at the first few sessions since it takes several days for their bodies to adjust to
high-calorie, nutritious food. If caregivers continue to encourage feeding at
each session and throughout the day, children will soon regain their appetites.

What happens to the Hearth volunteers after the
Hearth sessions are over?
Hearth volunteers often become the cornerstone of other health-related
activities. As a result of the demonstrated success in rehabilitation of
malnourished children, the Hearth volunteer gains community respect and
becomes a trusted source of knowledge. She is now equipped with skills that
she can apply to many other health activities.
What happens to the mothers?
The Hearth sessions provide an opportunity for women to come together in a
safe, accepting and interactive environment. Women who may have felt isolated
or insecure have been able to build relationships with others and share common
concerns. An important outcome of the Hearth approach is the strong feeling
of solidarity and friendship created among participants. After Hearth, women
often create informal support networks and sometimes organize themselves
into formal groups for breastfeeding support or income generation.
An important outcome
of the Hearth approach
is the strong feeling of
solidarity and friendship
created among
participants.
The supervisor should

fill out the form on this
page for each Hearth
session visited. Note if
the items listed are
present or not and record
any comments that
might be useful.
SUPERVISORY CHECKLIST FOR

OBSERVING HEARTH SESSION
GENERAL INFORMATION
Date:
Supervisor:
Village:
Hearth Day Number:
Number of children attending:
Relationship of caregivers to children (e.g. mothers, grandmothers, older

siblings):
P R E S E N T?
ITEMS TO CHECK
COMMENTS
YES
NO
Hearth site:
*Environmental cleanliness
*Presence of soap and water
*Spacious and clean kitchen
area
*Mats for participants to sit on
Hearth meal:
*PD food contribution from
each participant
*Ingredients contributed by
NGO
*Consistency of food and
portion per child
*Snacks provided
Caregiver practices:
*Hand washing before
processing food
*Washing children's hands and
face before and after feeding
*Processing foods
*Proper management of child
with poor appetite
*Good caregiver-child
interaction in games and in
general
Volunteer skills:
*Supervising other mothers at
processing and cooking
*Encouraging caregivers who
are having trouble feeding
their children
*Good communication skills
*Accuracy of records in the
Hearth Book
CAREGIVER INTERVIEW GUIDE
GENERAL INFORMATION
Date:
Supervisor:
Village:
Hearth day #:
Number of children attending:
QUESTIONS
ANSWERS
General understanding
1. Why are you here with your child?
2. Do you think it is possible for a
poor family in your community to
have a well-nourished child? How?
Visible changes in the child
1.Is the child getting better? How can
you tell?
2.What changes (physical, emotional,
or social) have you and other family
members noticed in the child at
home?
3. How much did the child weigh on
the first day? Now?
Food contribution
1.What did you contribute to the meal
today?
2.Do you contribute food every day?
Why? Why not?
3.Why are you using these special
foods?
Behavior change at home
1.What do you now do at home that
you did not do before?
2.What are the things you used to do
that you do not do anymore?
The supervisor should

use these questions to
interview individual
caregivers at the Hearth
sessions and gain a
better understanding of
their knowledge and
practices. Record direct
quotes from participants
as much as possible.
After completing the
interviews, summarize
the responses and
develop one to two short
profiles of the
beneficiaries.
Supervisor Feedback and Trouble-Shooting Guide
Using the results of the

Supervisory Checklist
for Observing Hearth
Sessions and the
Caregiver Interview
Guide , the supervisor
should itemize any
problem issues in the
Hearth sessions and
guide volunteers and
staff in developing
solutions. This form
provides a written
record.
GENERAL INFORMATION
Date:
Supervisor:
Village:
ISSUE AREAS
STRENGTHS WEAKNESSES SOLUTIONS
Caregivers:
*Attendance and
participation
*Caregiver profile
Hearth site:
*Cleanliness
*Soap and water
*Kitchen area
*Participant comfort
Hearth meal:
*Participant contributions
*Purchasing of food
*Portion size and
consistency
*Snacks
Caregiver practices:
*Hand and face washing
*Processing of foods
*Management of children
*Caregiver-child
interactions
Volunteer skills:
*Supervising mothers
*Encouraging caregivers
*Communication skills
*Record keeping
Caregiver know ledge,
attitude and practice:
*Understanding of the
project
*Reported behavior
change
Discussion of special
topics (health education)
Other topics
STEP 9
Expand PD/Hearth Programs

A. Develop a small successful model
B. Work out an expanded successful model
C. Expand the PD/Hearth program to the
district level
D. Create a Living University or Laboratory
Site for Field Learning
E. Support new graduates to return to their
home base and begin replication
Approach to Scaling-Up
y design, Hearth groups are formed in small units at the neighborhood

level. Scaling-up involves replicating a successful Hearth experience in
other neighborhoods, first within the same village, then in neighboring villages
and other communities in the region or district, and eventually on a national
scale. It is important to start small and implement a strong, solid Hearth
program. It is critical to monitor and evaluate this initial phase of the program
to demonstrate that this approach can successfully work in the particular area.
This program then serves as a model for other villages or organizations
implementing the approach.
The idea of expansion needs to be built in from the beginning. If the
implementing agency wants to expand the program to the district level and
perhaps to other districts, a national Ministry of Health representative and the
district health office management team should be involved early on in the
process. Their participation in the monitoring and evaluation of the early
model will help further their understanding of the potential impact of this
approach and help ensure their commitment to its successful replication. While
scaling up, remember to include only those communities that fit the criteria for
effective locations for PD/Hearth (see Chapter 1).
Save the Children/Vietnam (SC/Vietnam) developed a five-step process for
expansion of their successful PD/Hearth program, which ultimately reached
over 2.2 million people in seven years.
STEP 1
Decide if this
program is
right for you
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
STEP 6
Conduct
Hearth
Sessions
STEP 7
Support
New
Behaviors
STEP 8
Repeat
Hearth
Sessions as
Needed
STEP 9
Expand
PD/Hearth
Programs
CHAPTER SEVEN
Step 9: Expand PD/ Hearth
Programs
WHERE ARE YOU?
Save the Children/

Vietnam began in four
communities with a
total population of
approximately 20,000
people.
A. Develop a Small Successful Model

It is recommended that the PD/Hearth approach first be piloted in a few
villages with a high incidence of severe malnutrition. This pilot project
should be monitored and evaluated for effectiveness to ensure the process
and tools produce the desired results (see Chapter 8).
B. Work Out an Expanded Successful Model
Once the PD/Hearth approach is validated, the program can be expanded
to a larger number of communities. SC/Vietnam expanded the program
from four communities to fourteen communities or from approximately
20,000 to approximately 80,000 people. At this stage, the approach often
needs to be streamlined to focus on the key program aims of rehabilitating
malnourished children, enabling families to sustain the rehabilitation of
children at home on their own, and ensuring community ownership of the
new child care, feeding and health-seeking practices.
Despite the fact that there were other health and social problems that might
have been addressed, SC/Vietnam focused only on the feasible and
sustainable PD/Hearth practices for expansion. This enabled SC/Vietnam
to manage the staffing and supervision needs critical to maintain quality
during expansion. Experience from the pilot program, combined with
streamlining, enabled replication to be carried out faster than the initial
implementation. Critical elements of the approach, such as the Positive
Deviance Inquiry, were maintained to ensure community ownership.
After validating the streamlined approach and ensuring that it is both
successful and replicable, program staff can adapt the curriculum, tools,
and training materials accordingly.
C. Expand the PD/Hearth Approach to the District Level
The district-level staff should be involved in steps A and B to assist with
assessing the program and developing the expansion strategy and tools.
Once the approach is seen as feasible and effective, the implementing agency
can work with a district management team to determine the appropriateness
of replicating the program at the district level, and to select those subdistricts and communities where this approach might be most useful. This
step provides for Ministry of Health buy-in and ensures the necessary
collaboration to support local program ownership, expand advocacy efforts
for government funding and address possible policy implications. This
step focuses on the transfer of roles and responsibilities for the program to
the district health team. The district team can assume responsibilities for
program management and problem-solving, as well as becoming a catalyst
for PD/Hearth replication.
150 / Chapter Seven: Expand PD/Hearth Programs
D. Create a Living University or Laboratory for Field

Learning
Once the PD/Hearth program has been successfully tested and replicated,
the knowledge and experience gained form the basis for a living laboratory
where others can be trained in the approach and learn through hands-on
experience. Staff develop a training-of-trainers (TOT) curriculum with
which they train other implementers interested in the PD/Hearth approach.
Trainees are selected from other districts, programs or institutions,
preferably in teams of two to three persons per site, to attend one-to-two
week courses. Attendance by teams encourages active involvement by
partners and a team learning process that facilitates ultimate decision-making
and implementation.
The successful PD/

Hearth program
becomes a living
laboratory where
potential new
implementers from other
districts and programs
can learn the PDI
approach through handsThese courses take place at PD/Hearth field sites where trainees learn both on experience.
theory and field practice by visiting villages/sites and participating in growth
monitoring, the Positive Deviance Inquiry, and Hearth sessions in action.
The curriculum also includes sessions on how to train others, and how to
work with and mobilize communities. This participative, reflective and
problem-posing training methodology is a new approach to many trainees
and critical to the role-reversal needed for the PD/Hearth approach that
of community as teacher and trainer as facilitator.
A Living University Model Inspires Action
I heard about the [PD/Hearth] model but I did not believe
it could work. I thought it required a large budget and a
EXAMPLE lot of technical assistance. Only after visiting the [Living
University] in Quang Xuong, Thank Hoa, did I think it
might be applicable. In 1996, Save the Children/US began work in
our province in the pilot two communes and I became more interested.
I asked if I could attend the training at the Living University and was
accepted. Two other provincial staff and twelve district staff from
Quang Ngai also attended.
Soon we had 34 communes using the model. I knew it would be
applicable in other communes, so I modified the program and used it
in 21 additional communes as part of the National Nutrition Program.
E. Support New Graduates to Return to Their Home Base

and Begin Replication
Each team returns to their project site and replicates PD/Hearth in two to
four communities to determine if the approach is effective in their locale.
The Living University training team consults with the new graduates for
the first year to ensure that their pilot is successful, and to help them solve
problems and discover opportunities. Once the pilot project is validated,
the graduates work on expanding the model and creating their own mini
living universities to further expand the PD/Hearth approach.
From a discussion with

Provincial and District officials
recorded in
An Assessment of the Living
University as a Mechanism for
Expansion, David Pyle and
Tricia Tibbetts, 2002, Draft. (1)
Results From the Field

World Relief Bangladesh, the Hospital Albert
Schweitzer
in Haiti, and Save the Children Vietnam
EXAMPLE
each demonstrated the effectiveness of the PD/
Hearth and contributed to lessons learned about scaling-up
the approach. (2) Based on this work and trial and error by
other country staff and organizations, the PD/Hearth approach
is now being implemented in more than twenty-two countries.
The following examples provide an idea of the possible
variations used in scaling up PD/Hearth programs.
In Mozambique, the program started simultaneously in every
Care Group organized by World Relief. A Care Group is a
group of ten volunteer mothers who each represent and serve
a block of ten households. The high level of pre-existing
community organization enabled this approach to be effective
and quickly expanded.
In Ethiopia, Christian Childrens Fund started a small-scale
PD/Hearth in a peri-urban slum area, close to their national
office. This location facilitated close supervision and provided
a convenient training ground for field staff from around the
country who came to the capital city for national level
meetings.
In Nepal, Save the Children/Japan and Red Barna from Save
the Children/Norway partnered with more than 32 local NGOs
to scale-up the program. Partnering with these groups led to
greater institutional development and the opportunity to reach
large, remote, and dispersed populations.
Succeeding at Expansion
xperience has shown that scaling up a PD/Hearth program requires more

than a well thought out replication strategy. Expansion can take different
forms, but there are several factors critical to the success of an expanded
program.
Leadership/ownership: In addition to the local ownership that is central
to PD/Hearth, expansion requires a champion (or set of champions) to
continue to motivate staff, maintain program visibility to political decisionmakers and ensure adequate funding for expansion efforts.
MOH Support: As previously stated, MOH involvement and support
are critical to scaling up. The MOH can advocate for program support,
facilitate implementation in many communities, share important health data,

assist with the continuity of health messages taught to communities, and
contribute to better referral of severely malnourished or sick children to
health care facilities. A good tracking of project costs and estimates of
costs for going to scale can assist national decision-makers. Good
innovations, proven successful in decreasing childhood malnutrition, can
move from local communities up to national policy.
Expansion of PD/
Hearth requires
leadership as well as
local ownership and
Ministry of Health
support.
Strong Monitoring and Evaluation Framework: Evaluation data

demonstrates program effectiveness, impact and the potential impact on
larger populations. This is critical to convince others that this is a successful
approach worth further investment. Monitoring data ensures that replicated
programs maintain high quality standards and that any failures provide
opportunities for learning and adaptation instead of undermining the
expanded program.
Participatory Training: The training of trainers should be based on
sound adult-learning principles. Key concepts and steps of the PD/Hearth
approach must be well understood. Each trainee must participate in actual
hands-on fieldwork so that experience can be combined with knowledge.
Each trainee should leave with new training, facilitation and community
mobilization skills that promote community learning and ownership.
Flexible Implementation: By definition, the PD/Hearth approach is
community-specific. As such, it needs to be flexible and adapted to the
local situation. The step outlined in this manual are guides developed
through experience; they will need to be modified to best suit local
conditions. When making changes to the PD/Hearth approach, monitor
the program to ensure that the changes are successful. Within the local
adaptation, there are several critical aspects of the process that must be
maintained in order to effectively rehabilitate malnourished children. Refer
to Chapter 1 for essential elements of a PD/Hearth.
Adequate supervision: The initial implementing agency needs to provide
supportive supervision, especially to volunteer staff, to build their selfesteem and confidence in implementing the PD/Hearth approach, and to
develop problem-solving skills. As the PD/Hearth approach becomes
replicated in more and more communities, monitoring of quality control
indicators will help supervisors provide more focused and appropriate
training on key steps of the program.
People are critical to
Good human resource practices: Finding volunteers and staff with

running a successful
the right skill sets and addressing issues of staff turnover are important.
People are critical to running a successful program. As such, good program; good
recruitment, training,
recruitment, training, and retention efforts are vital.
and retention efforts are

vital.
The selection of locally

available and accessible
Positive Deviant foods
ensures that the
community will be able
to continue providing
healthy meals for their
children in the future.
Sufficient time to develop a feasible and affordable model: Before

replicating the PD/Hearth approach in many communities, it is important
that the approach be streamlined, cost-effective and demonstrably successful
at sustainably reducing malnutrition. The implementing agency will need
to learn through trial and error; the best definition for high risk communities;
strategies to engage the community; use of participative methodologies;
adaptation of tools to train, monitor and supervise the program; and
processes to use during the Hearth sessions.
Sustainability
S
Before Hearth
hould the individual Hearth sessions be sustained?

The answer is no. It is the impact of the program that needs to be
sustained, not the program itself. One of the reasons for setting the Hearth
sessions up as non-permanent, moving sessions is to ensure that the emphasis
is on behavior change in the home instead of creating dependency on a
rehabilitative process outside of the home. At both the family and community
levels, new behaviors are adopted and internalized to maintain a childs good
nutritional status and prevent future malnutrition in all children.
The focus on identifying culturally acceptable behaviors based on local
knowledge, along with the active community involvement and control are key
creating a situation where behavior change is sustainable. The selection of
locally available and accessible Positive Deviant foods ensures that the
community will be able to continue providing healthy meals for their children
in the future.
During Hearth
After Hearth
In addition to the decrease in childhood malnutrition, the PD/Hearth process

empowers families and communities to tackle and solve other problems. The
PDI develops both confidence and skills within the community for finding local
solutions.
The impact of Hearth should be measured after one year and at the end of
each subsequent year. Important questions to ask include:
Has the child continued to follow the growth curve and have an
adequate weight for his/her current age?
Have the children who participated in the Hearth and graduated
maintained their good nutritional status? Are they continuing to grow
at the rate of the international standards?
Are the siblings of the participating children also well-nourished?
Has community-wide malnutrition been reduced?
See Chapter 8 for further guidance on monitoring and evaluation.
In the Future
An Example from West Africa:

How Key Principles of the PD/Hearth Approach
Promote Sustainable Development
EXAMPLE
1. PD/Hearth Optimizes and Enhances Community

Potential
Community members explicitly and consistently formulate their

understanding of the impact of the project on their lives. Through
the Hearth sessions, they establish the link between good food and
good health and connect the well being of the young child with
restored family economic and psychological well-being. In Senegal
and Mali, fathers reported that when the children were
rehabilitated, their wives got more sleep, worked better in the fields,
and consequently contributed more to the family income.
Grandmothers reported that the whole village slept better.
2. PD/Hearth Respects the Cultural Context
In West Africa, raising and feeding the young child is not limited to
the biological mother. The whole community is involved is raising a
child and Hearth targets all these caregivers, especially the
grandmothers. Traditionally, knowledge and practices are
transmitted to young women by their mothers-in-law and Hearth
sessions there use this approach. Communal eating is a
fundamental aspect of the socialization process, teaching children
how to share with others. Health education messages built into the
Hearth sessions reinforce this tradition.
Traditionally in West
Africa, knowledge and
practices are transmitted
to young women by their
mothers-in-law and
Hearth sessions there
use this approach.
3. PD/Hearth is a Democratic Process

In the West African context, the approach unleashes the
tremendous power of African villages to govern themselves. They
discover and leverage their own resources, exercise solidarity
through food contributions, and involve a broad constituency at the
grassroots level (especially the imam and the grandfathers) in the
decision-making. The PD approach enables ordinary individuals
who practice positive, unordinary behaviors (the Positive Deviants)
to be recognized and to contribute to their community.
4. PD/Hearth Involves the Community in Monitoring and
Evaluating the Process
The PD/Hearth approach uses growth monitoring and promotion as
a multi-purpose tool which enables the mother or other caregiver,
other community members, and health workers, to work together to
identify the problem, target children for rehabilitation, monitor their
progress, and evaluate the effect of the program on the community
in the short and long term.
Source: Diene 2000 (3)

CHAPTER EIGHT
Monitoring & Evaluation
MONITORING AND EVALUATION

A. Select Project Results
B. Monitor Progress
C. Evaluate the Effectiveness and Reach of
the Program
t is not enough to simply buy in to the concept of PD/Hearth and believe

that it works. One needs concrete evidence, gathered through monitoring
and evaluation, to prove that PD/Hearth is effective at reducing childhood
malnutrition. Fortunately, the PD/Hearth approach presents clear evidence
when children either gain or do not gain weight. After one 12-day Hearth
session, many severely malnourished children start to exhibit changes in
alertness, physical activity and appetite. Changes in weight follow. When a
childs weight is measured and interpreted, using international or local
standards, success or failure of the intervention is indicated. Program children
are weighed on the first and last day of each session.
A childs rate of weight gain is compared to standards (see Table 4.5 for weightfor-age standards). Program success is based on the original goals selected.
If the goal is to rehabilitate all children participating in the Hearth, the program
is considered successful when the childrens weight has increased. When the
goal is to sustain the enhanced nutritional status over time and/or prevent
malnutrition in younger siblings, success will be determined based on the results
collected over time through growth monitoring promotion.
Monitoring determines whether desired results are being achieved. It is
ongoing, routine, and usually quantitative. It involves collecting data,
calculating indicators (practical, reliable, objective measures that indicate
whether a program is on track) and comparing the indicators to the preset
targets. Evaluation is an occasional, selective, often partially qualitative, inquiry
into a specific programmatic question, such as How or why were the results
(not) achieved?
STEP 1
Decide if this
program is
right for you
STEP 2
Mobilize
community;
select and
train
STEP 3
Prepare for
Positive
Deviance
Inquiry
STEP 4
Conduct
Positive
Deviance
Inquiry
STEP 5
Design
Hearth
Sessions
STEP 6
Conduct
Hearth
Sessions
STEP 7
Support
New
Behaviors
STEP 8
Repeat
Hearth
Sessions as
Needed
STEP 9
Expand
PD/Hearth
Programs
M&E
WHERE ARE YOU?
PD/Hearth evaluations
in several countries
have demonstrated
impact among three
populations:
1. Participating children
directly through
receiving the Hearth
meals and benefiting
from caregiver behavioral
change;
A. Select Project Results

In order to monitor and evaluate PD/Hearth, it is important to have clear desired
results against which progress can be measured. Chapter 3 discusses setting
goals and objectives together with the community. A results framework (Figure
8.1) help to understand the interaction among program goals, objectives, and
intermediate results. Each level builds on the next. In order to achieve the
goals, the objectives must be met, and in order to achieve the objectives, the
intermediate results must be met.
This framework enables program staff, Hearth volunteers, and partners to better
understand how the program works and how each part of the program plan
supports achievement of the ultimate goal. This understanding guides the
selection of strategies and activities to best achieve the desired results as well
as targets and indicators to measure progress.
FIGURE 8.1 PD/Hearth Results Framework

First Tier: Goal
2. Participating
childrens siblings
as caregivers adopt
new behaviors, other
children in the family also
start to show lower rates
of malnutrition (in control
studies in Haiti and Viet
Nam); and
Second Tier:
Strategic Objectives
Third Tier:
Intermediate
Results
Use of
Key
Health
Services
!
Available Health
Services
(Supply)
3. Communities at large
a spread-effect
occurs whereby
demonstrably effective
PD behaviors become
the norm and all children
in the target age group
show improved
nutritional status.
Health
Status
Practice of
Key
Health
Behaviors
!
!
Quality Health
Services
(Supply)
Knowledge,
Attitudes &
Behaviors
(Demand)
The top tier of the results framework represents the ultimate project goal
good health status, which is generally measured by mortality, morbidity and/or
nutritional status.
PD/Hearth programs usually seek the following goals:
Malnourished children are rehabilitated
Families are enabled to sustain the rehabilitation of these children at
home on their own
Malnutrition is prevented among the communitys other children, both
current and future
158 / Chapter Eight: Monitoring & Evaluation
The middle tier, the strategic objectives, represents the two common pathways
to achieving good health status that are within the programs control:
1. Use of key health services (e.g., growth monitoring, Hearth sessions,
immunizations, supplementation with Vitamin A, or curative care for
danger signs, etc.)
2. Practice of key health behaviors (i.e. feeding, caring, hygiene, and
health-seeking practices)
The third tier, the intermediate results, supports the strategic objectives and
includes those items that impact on both supply and demand. In order for
caregivers to use the Hearth sessions and incorporate the key health behaviors,
the sessions must be:
1. Available (supply-side)
2. High quality (supply-side)
3. In demand by the community based on their knowledge, attitudes and
behaviors (demand is influenced by community norms and beliefs as
well as self-efficacy)
This results framework is broad enough to inform a national health strategy or
a local Hearth project. Each of the tiers can be adapted based on the goals,
strategic objectives, and intermediate results for specific health programs.
B. Monitor Progress
Health programs generally seek
to measure results at the strategic
objective level (second tier) or
intermediate result level (third
tier) of the results framework.
Goal level (first tier) change in
the target health population is
often more long term and
generally not easily measured
through routine monitoring.
Based on the results framework,
an assumption is made that
achieving strategic objectives and
intermediate results will lead to
the goal level result. Costly
surveys conducted over a long
period of time are often needed
to assure that the desired first tier
goals are eventually achieved. Hearth programs present a special case in
that they seek a goal-level result (decrease in morbidity due to malnutrition)
that can be regularly monitored.
Hearth programs seek a

goal-level result
(decrease in morbidity
due to malnutrition) that
can be regularly
monitored.
Hearth programs monitor both an individual childs health nutritional status

and community nutritional health status. Each caregiver receives a growth
chart that shows progress of a childs nutritional status. With this information,
the caregiver is motivated to take actions and practice household behaviors
that will improve the childs growth. Project staff can provide special counseling
and referral to health services to help the child get appropriate care to ensure
good growth. Monitoring of the communitys nutritional health status shows
that the program is reaching a significant portion of children and that positive
practices have become part of a new community norm, enabling children and
their siblings to maintain good growth.
Community growth monitoring is an effective and beneficial collaborative
practice. The information gained by having such surveys or the sharing of
health status is very important. However, monitoring is only as good as the
data collected. There have been examples of projects that seem to achieve
results only to later learn that the baseline figures were manipulated so as to
make it seem that there was more community input and higher weight gain. In
this case, information regarding such an incident would be helpful to prevent
future incorrect results. A monitoring plan using a few indicators for the
strategic objectives (second tier) and intermediate results (third tier) will help
project supervisors track progress and identify problems early on so that they
can be corrected.
Select monitoring
indicators that are
practical, reliable and
objective measures of
program progress.
Indicators are only
useful if they inform
decision-making.
1. Select Appropriate Indicators

As stated earlier, monitoring involves collecting data, calculating indicators
and comparing the indicators to the preset targets. It is important to
select indicators that are practical, reliable and objective measures of
program progress. Indicators will vary based on project needs and
conditions, but need to have clear definitions. Table 8.1 provides sample
indicators organized by tiers within the results framework. Some listed
indicators have internationally accepted definitions. Most do not. Many
include an X which represents a phenomenon that needs to be locally
defined. Those without an X still need to be clarified before being
used. For example, what exactly does number or percentage of new
births recorded mean? Are you going to include just live births or all
births, and how soon should the recording take place?
Indicators at a given result level allow inferences to be made about
processes at lower levels. Good use of Hearth services implies that the
services are available. On the other hand, a low level on the use of Hearth
services indicator necessitates a review of all lower level indicators to
determine the cause of the problem. For example, low use of GMP services
might reflect low availability of GMP services that, in turn, might reflect
missing inputs, such as scales. Remedying a problem might require the
temporary use of additional indicators. Namely, poor Hearth attendance
might require Hearth facilitator retraining and a limited-time, intensive
monitoring of several aspects of Hearth quality.
TABLE 8.1
Sample Indicators for Growth Monitoring

& Hearth Programs
R E S U LT
Grow th Monitoring
P romotion
H earth
H ealth Status1
# (% ) C hildren less than age X

wi th normal "green" nutri ti on (> 2Z WFA ) (X = 2, 3, 5 years, etc.)
# (% ) C hildren less than age X
wi th mi ld "yellow" malnutri ti on or
moderate malnutri ti on (> -3 Z and
< -2 Z WFA ) (X = 2, 3, 5 years,
etc.)
#(% ) C hildren less than age X
wi th severe "red" malnutri ti on
(< -3Z WFA ) (X = 2, 3, 5 years,
etc.)
Overall nutri ti onal status of
chi ldren less than age X (mean
WFA Z-score) (X = 2, 3, 5 years,
etc.)
Overall nutri ti onal status of populati on X

(mean WFA Z-score) (X = Hearth
graduates, Hearth graduates by
presenti ng nutri ti onal category, younger
si bli ngs of Hearth graduates, etc.)
# (% ) H earth children who
"graduated" from Hearth, i .e., who were
rehabi li tated or gai ned more than 400
grams wi thi n 2 months
# (% ) H earth children who di d not
"graduate" from Hearth, but who gai ned
200- 400 g wi thi n 2 months (fi rst vs.
second Hearth)
"graduate" from Hearth, but who gai ned
< 200 g wi thi n 2 months (fi rst vs. second
Hearth)
"graduate" from Hearth, and who di d not
gai n wei ght
"graduate" from Hearth, and who lost
wei ght
# (% ) H earth children who
demonstrated X (X = physi cal,
emoti onal, or soci al attri bute)
U se of K ey Services2
# (% ) Target population w ho
parti ci pate i n GMP
# (% ) C hildren age 6-23 months
who recei ved a V i tami n A dose i n
last si x months
# (% ) C hildren age 12-23
months who recei ved all
vacci nati ons before 1st bi rthday
(card-confi rmed)
TABLE 8.1 FOOTNOTES:
# (% ) E ligible malnouri shed chi ldren

enrolled i n Hearth
# (% ) E nrolled malnouri shed chi ldren
who parti ci pate i n Hearth at level X (X
to be defi ned)
# (% ) C aregivers of Hearth attendees
who are X (X = mothers, grandparents,
si bli ngs, etc.)
Practice of K ey Behaviors3
# (% ) C aregivers who report that thei r i nfants, 6-9 months of age, recei ved
complementary feedi ng and breastmi lk i n last 24 hours
# (% ) C aregivers who report that they practi ced acti ve feedi ng wi th thei r
i nfants, 6-24 months of age, i n last 24 hours
# (%) C aregivers who report that they fed thei r chi ld, age 6-24 months, X
ti mes, i n last 24 hours i n addi ti on to breastfeedi ng (X vari es wi th age)
# (% ) C aregivers who report that they fed thei r i nfants, 6-24 months of age,
food X i n last 24 hours (X vari es wi th season and age), among those
chi ldren wi th di arrhea i n the last two weeks
# (% ) C aregivers who report that they i ncreased flui ds duri ng the
i llnessA mong those chi ldren wi th di arrhea i n the last two weeks,
# (% ) C aregivers who report that they offered the same amount or more
food duri ng the i llness among those chi ldren wi th di arrhea i n the last two
weeks
# (% ) C aregivers who report that they offered more food duri ng
recuperati on from i llness
# (% ) C aregivers who report usually handwashi ng wi th soap/ash before
food preparati on or chi ld feedi ng, after defecati on, or cleani ng chi ld who
defecated
# (% ) H ouseholds wi th a desi gnated handwashi ng faci li ty wi th soap or
other cleansi ng agent present
# (% ) C aregivers who report that they and/or fami ly members provi ded
cogni ti ve and li ngui sti c sti mulati on to thei r chi ld i n the last 24 hours
# (% ) Fathers who report that they provi ded resource X for the chi ld i n the
last month (X to be defi ned)
Health status for GMP

refers to nutritional status of
the community as a whole;
whereas, health status
results for the Hearth are
confined to Hearth
participants.
2 Use of key services is

restricted to coverage of
either the GMP or the
Hearth, with the
denominators representing
the relevant eligible
populations. More
traditional measures of
health service utilization
(i.e., timely complete
vaccination, use of Vitamin
A supplements, careseeking for fever, etc.), can
be added, especially since
these are associated with
nutritional status and are
often part of Hearth health
education.
Both interventions (GMP

and Hearth) focus on
changing the same
household behaviors.
Availability and quality of

services refer to the
specific interventions.
S ervice A vailability4
# GMP sessions per
quarter scheduled
# (% ) scheduled GMP
sessi ons that actually occur
# H earth sessions per year scheduled

# (% ) scheduled Hearth sessi ons that actually
occur
# (% ) scheduled Hearth days that actually occur
per sessi on or per year
# (% ) GMP w orkers who

wei gh accurately
# (% ) GMP w orkers who
plot wei ght accurately
# (% ) GMP essential
equipment avai lable
(suppli es, scale,
scoreboard, supervi sory
checkli st, etc.)
# (% ) N ew births recorded
# (% ) D eaths among
target group recorded
# C ommunity volunteers
enli sted on communi ty
management team
# (% ) C ommunity
volunteers parti ci pati ng i n
communi ty sessi ons among
those enli sted
# (% ) X who know Y
(X = communi ty leaders,
communi ty management
team members, GMP
i mplementers, etc.;
Y = opti mal chi ld care
practi ces; communi ty
nutri ti onal status, etc.)
# (% ) GMP implementers
who report recei vi ng
supervi sory vi si t accordi ng
to standard X
(X = #, form, feedback,
trai ni ng, problem-solvi ng,
record revi ew, etc.)
D ietary and feeding behavior assessment

conducted accordi ng to standard X (to be
defi ned)
P D I conducted accordi ng to standard X (to be
defi ned)
P D I analyz ed accordi ng to standard X
# (% ) H earth menus reflect X (X = local P D
foods, nutri ti on balance, etc.)
# (% ) H earths wi th a desi gnated hand-washi ng
faci li ty wi th soap or other cleansi ng agent present
# (% ) H earths wi th sani tary di sposal of feces
# (% ) H earths wi th health educati on gi ven
accordi ng to standard X (X = appropri ate
message, i nteracti ve method, culturally
appropri ate, etc.)
# (% ) C aregivers who contri bute food at Hearth
on X number of days/sessi on
# (% ) C aregivers who feed chi ld at Hearth on X
number of days/sessi on
# (% ) C aregivers who help prepare Hearth meal
on X number of days/sessi on
# (% ) H earth faci li tators wi th data X (X = name,
gender, age, wei ght, etc.)
# (% ) H earth faci li tators who know X (X =
purpose of food contri buti on, caregi ver's
responsi bi li ty, goal of Hearth, P D foods and
behavi ors, etc.)
# (% ) H earth faci li tators who report practi ci ng
key household behavi or X
# (% ) H earth faci li tators who i mplement Hearth
accordi ng to standard X
# (% ) H earth faci li tators who report recei vi ng
supervi sory vi si t accordi ng to standard X (X = #,
form, feedback, trai ni ng, problem-solvi ng, record
revi ew, etc.)
# (% ) H earth faci li tators who conduct Hearth
follow-up acti vi ti es accordi ng to standard X
S ervice Quality
With the exception of

knowledge, the demand
side indicators may be
difficult to measure with
confidence. Several
indicators are valid for
either intervention.
This row is separated from

the body of the table
because it does not
illustrate results but
represents key inputs for
each intervention.
D emand
# (% ) C aregivers who
understand the si gni fi cance
of the colored zones on X
(X = road to health care,
communi ty scoreboard,
etc.)
know chi ld's nutri ti onal
status
beli eve that they can
successfully reduce X (X =
thei r chi ld's or thei r
communi ty's chi ldhood
malnutri ti on problem, etc.)
value chi ld wellness (to be
determi ned)
# (% ) C aregivers who know X (X = purpose of

food contri buti on, caregi ver's responsi bi li ty, goal
of Hearth, P D foods and behavi ors, etc.)
# (% ) C aregivers who beli eve that they can
transfer new problem-solvi ng or mobi li zati on ski lls
to other communi ty challenges
# (% ) C ommunities that
recei ved X (X = scales,
logs, IE C materi al, etc.)
# (% ) Volunteers trai ned
i n GMP ski lls
# (% ) Volunteers trai ned
i n GMP supervi si on
# (% ) C ommunities wi th
C ommuni ty Management
Team
# (% ) C ommunities that recei ved X (X = Hearth

food, logs, IE C materi al etc.)
# (% ) Volunteers trai ned i n Hearth faci li tati on
ski lls
# (% ) Volunteers trai ned i n Hearth supervi si on
# (% ) C ommunities wi th C ommuni ty
Management Team
Once you select strategies and activities, you can review the sample
indicators to identify a short-list of potentially suitable ones. Adapt them
to your local setting, establish targets, determine how you will track them,
and try them out. Indicators are only useful if they inform decisionmaking. If the selected indicators are useful in guiding your project,
keep them and continue monitoring. If they are not useful, either modify
them or select different indicators.
2. Establish Targets
Determine the target levels for each indicator and the point in time at
which you plan to achieve these levels. Targets are based on an
understanding of the current situation (i.e., percentage of malnourished
children, percentage of caregivers breastfeeding exclusively for almost
six months, etc.) and a realistic assessment of what is possible to achieve
within a timeframe. The Ministry of Health, UNICEF and other agencies
should have data available from other programs that will help you decide
the level of change you can realistically expect.
TABLE 8.2
Sample Indicators and Targets for

Projecting Healthy Growth
Indicator
Target
R esult Type
C hi ldren <24 months of age wi th normal

nutri ti on (> -2 Z WFA)
60%
Health Status
C hi ldren < 24 months of age severely

underwei ght (< -3 Z WFA)
<1%
Health Status
Exclusi ve breastfeedi ng among chi ldren 0-6

months of age
40%
Behavi or
C omplementary feedi ng among chi ldren 6-9

months of age
75%
Behavi or
Use of communi ty Hearth sessi ons by eli gi ble

95%
chi ldren and caregi vers
Servi ce Use
C aregi vers attendi ng Hearth sessi ons

contri bute food
80%
Servi ce
Quali ty
C ommuni ty growth moni tori ng volunteers

correctly wei gh chi ldren
90%
Servi ce
Quali ty
C aregi vers know local posi ti ve devi ance

foods and behavi ors
80%
Knowledge
Note that the selected indicators cover all tiers of the results framework
from health status to knowledge. By listing the indicators, it becomes
clear that the eight results are ambitious, require gathering data from
different populations, call for varied measurement strategies, and leave
at lot of other results unmeasured.
3. Determine How to Track the Indicators
Let us next consider how we might track these indicators. A good starting
point is a monitoring system planning matrix (Table 8.3) which lists for
each indicator: who will gather the information, where it will be gathered,
the source of the data, the form to be used, how often the data is to be
collected and its ultimate use.
Targets are based on an

understanding of the
current situation and a
realistic assessment of
what is possible to
achieve within a
timeframe.
TABLE 8.3 Monitoring System Planning Matrix
This Planning Matrix

makes clear that even
with just eight
indicators, the
monitoring system is
complex. Four different
cadres of workers will
collect data in three
different settings using
various informants and
forms. When the
Program Designer
confronts these
demands, s/he may
decide to simplify to an
even shorter list of
indicators.
The Use column
relates to the
UNICEF Triple A
cycle for continuous
monitoring:
Assessment,
Analysis and
Action
Indicator
Who
Gathers
Where
D ata
Source
Form
U sed
Freq u en cy
U se
% < 24
mos
wi th
normal
nutri ti on
GMP
Supervi sor
C ommuni ty
Management
Team
Meeti ng
Aggregated
nutri ti onal
status of all
chi ldren
< 24 mos
Summary
GMP
attendance
Every
month
A sse ss
trend i n
li ght of all
other data
and targets
% < 24
months
wi th
severe
malnutri ti on
GMP
Supervi sor
C ommuni ty
Management
Team
Meeti ng
Aggregated
nutri ti onal
status of all
chi ldren
< 24 mos
Summary
GMP
attendance
Every
month
A sse ss
trend i n
li ght of all
other data
and targets
%
Exclusi ve
breastfeedi ng
0-6
mos
GMP
Volunteers
GMP
C onveni ence
sample of
10
caregi vers
Behavi oral
moni tori ng
tool
Every
other
GMP
Revi ew,
modi fy
BC C
acti vi ti es at
GMP and
Hearths
%
C omplementary
feedi ng
6-9
mos
GMP
Volunteers
GMP
C onveni ence
sample of
10
caregi vers
Behavi oral
moni tori ng
tool
Every
other
GMP
Revi ew,
modi fy
BC C
acti vi ti es at
GMP and
Hearths
%
Use of
Hearth
Hearth
Supervi sor
C ommuni ty
Management
Team
Meeti ng
Aggregated
parti ci pati on
of malnouri shed
chi ldren
< 24 mos
Summary
Hearth
attendance
Every
month
Revi ew,
modi fy
quali ty,
avai labi li ty,
communi ty
mobi li zati on
%
C are
gi vers
contri bute
food at
Hearth
Hearth
Supervi sor
Hearth
Hearth
faci li tators'
report of
contri buti ons
Hearth
volunteer
roster
book
1 to 2
days
(unanounced)
about
every
other
Hearth
se ssi o n
Recogni ze
exemplary
and
laggi ng
practi ce
(and
retrai n as
needed)
%
Volunteers
wei gh
correctly
GMP
Supervi sors
GMP
C onveni ence
sample of
3+ di fferent
wei ghts by
e a ch
volunteer
Wei ghi ng
moni tori ng
tool
Every
other
GMP
Recogni ze
exemplary
and
laggi ng
practi ce
(and
retrai n as
needed)
%
Knowledge
of P D
foods/
behavi ors
GMP
Volunteers
GMP
C onveni ence
sample of
10
caregi vers
Behavi oral
moni tori ng
tool
Every
other
GMP
D etermi ne
penetrati on
of method
and need
for remobi li zati on
(see page 164).
4. Select, Adapt and/or Develop Monitoring Tools to Measure

Results
An effective monitoring system needs good monitoring tools. Tools are
forms with clear instructions for completion, computation and use.
Following are examples of tools that can be used based on the indicators
selected in Table 8.3. It is impossible to foresee all the monitoring tools
that managers may require. Our examples serve only as guides to stimulate
thinking.
EXAMPLE
HEALTH STATUS INDICATORS

Community-wide nutritional status (in our example:
percentage of target children < 24 months with normal
nutrition status or percentage of target children less than
24 months with severe malnutrition) is calculated based on
data from regular growth monitoring of the target group.
e.g.: (# children <24 mos. with severe malnutrition / total # children

weighted) X 100 = percentage of children <24 months with severe
malnutrition
Numerators come from the numbers of children in each nutritional
status category, while the denominator is the total number of children
weighed at the given GMP. Low participation levels, however, will
make the resulting percentages difficult to interpret because the most
malnourished children are typically among the least likely to use
services. Therefore, the calculated percentage of children with
severe malnutrition may be underestimated.
In order to address this issue, we need to include an indicator of
service use (in our example: percentage of eligible children and
caregivers using GMP).
e.g.: (# children < 24 mos. weighed at GMP session / total # of
children < 24 mos. in community) X 100 = percentage of children
<24 mos. using GMP service
Again, the numerator is the number of children weighed at a given
GMP. This is not straightforward, however, since the membership in
the target group is fluid. Once children are older than the cut-off
(i.e., 24, 36, 60 months), they should not be included in either the
numerator or the denominator. The denominator presents
challenges, too, since it increases through births and in-migrations
and decreases as children leave the target group through death, outmigration, and aging. Thus, tracking vital events to adjust the
denominator of the target population is important. This can be
complicated and costly, however. Quarterly updates should suffice.
Low participation levels

will make the resulting
percentages difficult to
interpret because the
most malnourished
children are typically
among the least likely to
use services.
e.g.: 12/50 children < 24 mos. were found to be severely

malnourished in a growth monitoring session (24%); however there
were 80 children <24 mos. identified in the community meaning that
only 50/80) children used the service (63%). This will tell you that
it is very likely that the percentage of malnutrition in the community
is greater than 24%, and that you will need to work with the
community to seek out those children who did not attend, weigh
them, and offer their caregivers the opportunity to participate in a
Hearth if they meet the criteria.
Vital Events Monitoring
Forms 8.1, 8.2 and 8.3 provide samples of forms for monitoring
births, deaths, and in/out migrations respectively. These are useful
for calculating the denominators needed in several indicators.
Books are kept

throughout the
intervention and provide
the volunteers with a
place to track weight,
nutritional status,
Hearth contributions,
etc. by child.
While the number of

enrollees is easier to
calculate, it will
overestimate use of the
service since not all
enrollees attend.
Moreover, not all
attendees use the service
enough to actually
benefit, thus the
manager will have to
define usage of the
Hearth program.
GMP and Hearth Rosters

Forms 8.4 and 8.5 provide samples of GMP and Hearth roster
books. These books are kept throughout the intervention and
provide the volunteers with a place to track weight, nutritional
status, Hearth contributions, etc. by child.
GMP and Hearth Tools for Compiling Results
Forms 8.6, 8.7 and 8.8 provide samples of forms for compiling and
calculating GMP and Hearth results across villages and time.
USE OF HEARTH SERVICES

The indicator percentage of eligible children using Hearth,
uses numerators and denominators from two different sources.
The numerator is the number of children actually attending
EXAMPLE
the Hearth sessions or the number of children enrolled in
Hearth. While the number of enrollees is easier to calculate, it
will overestimate use of the service since not all enrollees attend.
Moreover, not all attendees use the service enough to actually benefit.
Thus, the manager will have to define usage of the program. One
solution might be to count children who attended 85% (i.e., 10 of 12
days) of a given Hearth session.
The denominator is the number of children identified in the nutritional
assessment as having a specific malnutrition status (specific status
defined by the project). The percentage of children with this malnutrition
status who attend Hearths (at an intensity defined by the manager) yields
the indicator, percentage of eligible children using Hearth. Note that
the definition of use can vary over the life of the project. It could
start with the number of enrollees as a measure of initial community
involvement. With demonstrated community buy-in, it could count
any attendee, regardless of level. Later it could, after increased

mobilization, have a higher standard to count only optimal attendance.
Remember though, that indicators can only be compared over time
when the definition of the numerator and denominator remain constant.
BEHAVIORAL MONITORING TOOL

The proposed indicators to monitor behavior (percentage of
target children zero to six months of age being exclusively
EXAMPLE breastfed and percentage of target children six to nine months
of age receiving complementary feedings) can be calculated
by using the behavioral monitoring tool (Form 8.9). Directions for
computing the indicator are included with the form at the end of this
chapter. This format can be modified to track the reported practice or
knowledge of other key project messages. The age range can be adjusted
based on the target behavior and total population size. This method of
data collection is not a substitute for a survey. The sample is small and
not random and the method of interview is uncertain. Nonetheless, if
aggregated from several sites, over time, this tool can allow the manager
to cautiously conclude whether there are persistently low levels of the
target behavior or if there has been improvement. At worst, it is an
intervention indirectly promoting the key behavior by asking about
its existence. In addition, behavior change can be matched to a
quantitative indicator of success (weight gain or reaching desired
nutritional status).
WEIGHING MONITORING TOOL

The final example, a Weighing Monitoring Tool (Form 8.10),
informs our selected indicator, percentage of volunteers who
weigh children correctly. Again, the manager will have to
EXAMPLE
decide the definition of correct weighing, an admittedly
complex process. Note that, as in the attempt at monitoring
behavior described above, monitoring weighing skills will provide an
excellent opportunity to refresh these skills. Indeed, after one or two
such monitoring episodes, the manager may observe ideal behavior and
want to decrease the intensity of tracking this particular quality indicator
and add others, ideally selected in dialogue with those who will be
monitored. Unannounced surprise monitoring of earlier mastered
skills may further motivate volunteers to maintain proficiency.
5. Compare the Indicators to the Pre-set Targets
A simple graph, with actual performance plotted against pre-plotted targets
by quarter, can clearly communicate progress for the Project Manager
and others.
The behavioural
monitoring tool is not a
substitute for a survey.
Nonetheless, if
aggregated from several
sites, over time, it
allows managers to
cautiously conclude
whether there are
persistently low levels
of the target behavior or
if there has been
improvement.
Monitoring weighing
skills will provide an
excellent opportunity to
refresh these skills.
Indeed, after one or two
such monitoring
episodes, the manager
may observe ideal
behavior.
6. Report Back on Program Progress to the Community

Feedback to the community, or community monitoring of the project, is
essential to motivate individuals, mobilize groups, increase community
ownership, stimulate discussion and problem-solving, and celebrate
achievement. Monthly or bi-monthly meetings using UNICEFs Triple
A cycle of assessment, analysis and action complete the cycle of the
continuous monitoring process. The Use column for indicators in Table
8.3 relates to the Triple A cycle.
The Triple A Cycle Consists of:
Feedback to the
community, or
community monitoring
of the project, is
essential to motivate
individuals, mobilize
groups, increase
community ownership,
stimulate discussion
and problem solving,
and ... celebrate!
Assessment:
Collecting both
quantitative and
qualitative current
information on key
indicators
Action: Developing
strategies or action plans
to solve identified
problems and improve
implementation activities
Analysis: Interpreting
the information, making
sense of it, identifying areas
of success and areas that
need improvement
Community scoreboards can track key indicators, especially those

identified by the project committee with community input. The results to
track would clearly include the level of child malnutrition. Scoreboard
methods should allow tracking key measurements over time. Chapter 3
provides several methods for graphically presenting data to the community.
C. Evaluate the Effectiveness and Reach of the Program

Evaluations
Answer
Specific
Questions
Evaluation literally means to assess the value of something. It is a very

important step in the overall process, providing an opportunity for all the
stakeholders and actors to take ownership of the achievements and successes
of the project, identify and analyze any problems, and provide recommendations
for future implementation.
Evaluations answer specific questions. The type of evaluation is determined
by the questions being asked, who is asking them, and what resources are
available to answer them. The following series of questions illustrates various
evaluation strategies. For more information on carrying out a participatory

evaluation, see Chapter 6 of How to Mobilize Communities for Health and
Social Change (see Resource Section).
Did the Hearth project deliver its planned results?
Internal project monitoring, especially in relation to health status changes,
will suffice in certain situations. If the project was well implemented, the
gratifying improvement in health status is expected. Another scenario could
be the one-hundredeth iteration of a project that had had multiple earlier
evaluations that supported the effectiveness of the model. In this case,
internal project monitoring might satisfy even the most discerning critics,
such as government or multilateral partners.
Did the Hearth project REALLY deliver its planned results?
The distinction here is that the questioner will not settle for internal
monitoring alone, either because the model or the setting is new, because
s/he is interested in outcomes not reliably measured by monitoring alone
(e.g., household behaviors), or because s/he has a legitimate reason to
doubt the conceptual basis of the model. Such a situation calls for external
measurements supported by additional resources. Typically, baseline and
final surveys shed light on these questions. Researchers pay careful attention
to sample size, among many other considerations, so that the design has
the biostatistical power to detect the anticipated change in the indicator(s)
related to the central question. Stronger designs employ similar
measurements in comparison (control) communities who do not receive
the intervention. The difference in the results between the experimental
(Hearth) and control communities allows the researcher to factor in changes
due to non-program effects, such as weather, socioeconomic factors, and
the like (confounding variables). Still stronger designs randomly assign
communities to either Hearth or control status to equalize confounding
variables and to quantify the certainty of the findings.
How much better was the Hearth project
than the non-Hearth project?
This common evaluation question calls for comparing two models a
reasonable question in the common context of scarce resources and possibly
exaggerated claims. This design requires two or even three arms, (i.e., a
Hearth arm, a non-Hearth intervention arm, and possibly a control arm
with neither intervention to allow comparisons). An important
embellishment could include a cost analysis, since the more effective model
might be too expensive.
How did the Hearth project deliver its planned results?
This question aims to understand how the good results actually came about.
For example, internal project monitoring has repeatedly confirmed that
Hearth programs improve the nutritional status of their beneficiaries;
however, few evaluations have measured the intermediate behaviors, let
Under some
circumstances, finding
out if the Hearth project
really delivered its
planned results may call
for external
measurements,
supported by additional
resources, typically
baseline and final
surveys.
alone incidence of morbidity. No Hearth evaluation, to our knowledge,

has attempted to measure both behavior change and behavioral determinant
change. Answering this family of questions would likely require a
combination of quantitative baseline and final surveys and qualitative
techniques, such as key informant interviews and focus group discussions
with caregivers, community leaders/opinion-makers, and volunteers.
Which indicators of Hearth quality are the most useful?
This illustrates a specific, but practical, question that deals with the process
of Hearth implementation. As stated above, good indicators have certain
characteristics, one of which should be a strong association with higherlevel results. In other words, which Hearth quality indicators best predict
improved caregiver behavior or child nutritional status? If there were a
handful of key quality indicators (such as mothers daily contributions,
attendance, or knowledge of PD foods), then program quality monitoring
could be more efficient. This special study would require linking Hearth
quality data with other results, resources permitting.
An evaluation of Hearth
sustainability at the
community level might
assess health status
among former
beneficiaries or among
those born after the
project ceased,
household behavior
change, attitude change
among key community
members, or community
management structures,
among others.
Are the Hearth results sustainable?

Sustainability evaluations are uncommon since scarce resources are rarely
allocated to study communities that a project no longer targets.
Sustainability at the community level could assess health status among
former beneficiaries or among those born after the project ceased, household
behavior change, attitude change among key community members, or
community management structures, among others. Quantitative surveys
could measure anthropometric (weight and height) measurements and
reported household behavior. Qualitative inquiries could look at whether
there were changes in attitude like: complacency about child malnutrition,
confidence of caregivers and volunteers, community problem-solving
including applying PD to new challenges, status and function of relevant
community structures, and the like.
It is advisable to conduct a summative evaluation with an external evaluator
and team after one to two years of Hearth implementation. Table 8.4
provides a sample summative evaluation framework with objectives,
indicators, and methods/tools to be used.
RESULTS FROM THE FIELD
Egypt
SC (Save the Children) conducted a PDI in Al Minia
Governorate of Upper Egypt in 1999. This PDI discovered PD
foods, including salad, eggs, cheese, and vegetables, along with
EXAMPLE the practice of providing complementary foods to children under
the age of one. The program incorporated the findings into a
Hearth program similar to those in Vietnam (see case study in Overview). An
external assessment completed in 1999 documented program impact, with a
decrease in malnutrition from 47 to 13% in intervention communities compared
to no change in a non-intervention community (48 to 46%). The evaluator
suggested scaling up the approach through the living university strategy that
was successfully used by Save the Children in Vietnam. In 2000, researchers
returned to the intervention site and confirmed that SC activities had the desired
effect. Their account stated that the change of attitude in mothers, husbands,
and mothers-in-laws in particular was impressive. This success motivated the
SC team to expand the program to target women during pregnancy.
Mali
In March 1999, SC conducted a PDI with health committee
members from the villages of Falabula and Sogola in Bougouni
District in Sikasso Region. Some of the behaviors and practices
EXAMPLE identified through the method included the father playing an
active role in child feeding, supervision of the child during meals,
six meals a day, and handwashing before meals. PD-informed Hearth sessions
commenced in May. Program data showed a significant improvement, a full
standard deviation (from 2.8 to 1.8 in weight-for-age Z scores), in the
nutritional status of children who participated in Hearth vs. no change (static at
a 2.5 weight for age Z score) among a comparison sample. Moreover, the
improved weight gain persisted. After six months, 60% of mothers practiced
appropriate weaning techniques, and 85% of children had had improved
nutritional status. Prior to using the PD approach, growth monitoring sessions
had little success with malnourished children. SC continues to use the PD
approach for child nutrition and plans to add fourteen new villages in 2002.
Pakistan
In collaboration with Emory University, SC conducted a first of
its kind study in 1999 comparing the findings from a PDI with a
case control study (CCS) to determine factors associated with
EXAMPLE nutritional status among Afghan refugee children in Pakistan.
Analysis showed that both the PDI and the CCS isolated two
behaviors identified with good nutritional status: increasing breastfeeding when
the child had diarrhea and increasing feeding during the illness and recovery
periods. However, only the PDI captured complex behaviors, such as active
Save the Children has

carried out programs in
various countries.
Results of several
country evaluations are
listed here. (1)
In Mali, after six

months 60% of mothers
practiced appropriate
weaning techniques, and
85% of children had
improved nutritional
status. Prior to using the
PD approach, growth
monitoring sessions had
had little success with
malnourished children.
RESULTS FROM THE FIELD

feeding, while only the CCS identified factors such as use of growth monitoring
and immunization services, child age, and desire for more children. The authors
concluded that the PDI might have been better than the CCS in capturing
attitudes (i.e., mothers affect) and complex behaviors, both of which are more
amenable to measurement by the PDIs participant observation approach. The
study confirmed that the PDI approach was an affordable, participatory, and
valid method to identify feeding behaviors and other factors associated with
good nutrition. These findings helped refine existing nutrition interventions and
added to the understanding of the methodology.
Generally, PD families
in Ethiopia were more
involved in their
communities and
showed more paternal
involvement in childcare.
Despite their profound
food insecurity, it was
encouraging to discover
the PD families and
their adaptive behaviors.
Ethiopia
SC conducted a PDI in October and November 2000 in the
chronically food-insecure Liben District of Oromia Region in
southern Ethiopia. Six communities representing two different
EXAMPLE ethnicities were studied to identify adaptive PD behaviors and
practices that could be replicated despite the inadequate food
supply. Identified PD behaviors included initiation of immediate breastfeeding
after delivery and exclusive breastfeeding for four to six months. Generally, PD
families were more involved in their communities and showed more paternal
involvement in childcare. Despite this profoundly food-insecure situation, it was
encouraging to discover the PD families and their adaptive behaviors. Findings
from the PDI are being integrated into existing programs that address both the
manifestations and root causes of malnutrition.
Bolivia
In 1999, SC and Emory University partnered to evaluate the PD
methodology as described in SCs field guide, Designing a
Community-Based Nutrition Program Using the Hearth Model
EXAMPLE and the Positive Deviance Approach. The pilot project was set in
six rural highland communities in Oruro. The methods revealed
special foods, such as carrot juice, turnips, radishes and cabbage, and good
health practices, such as exclusive breastfeeding for six months and hygienic
preparation of food. PD programming continues in Bolivia despite challenges
inherent in the highland setting. The dispersed population makes neighborhoodbased group learning (as in the Hearth) difficult. In addition, the primary
nutrition problem, stunting, necessitates creating new indicators for program
entry and graduation based on height. Detecting improvements in height is more
difficult than for weight. Future steps include a more rigorous community and
team vetting of the PDI findings since the identified PD vegetables in the pilot
PDI are unlikely to explain much of the observed child health impact.
Additional results from monitoring and evaluation efforts can be found in Table
8.5 on the next page.
TABLE 8.5 Nutritional Impact of PD/Hearth in Several Countries
COUNTRY
RESULTS
Haiti
Reduction in 3rd degree malnutrition from 26% to 6%

three years after Hearth participation. Weight-for-age
Z-score gain was 0.34 between entry and follow -up
(2 to 6 months after participating in Hearth).
Nine thousand children were rehabilitated over two
years with reduced mortality noted among participant
children (2).
Guinea
Weight gain of participants after 2 months:

57% demonstrated catch-up growth and 26% showed
adequate growth (3).
Bangladesh
Weight gain of participants after 2 months:

43% showed catch-up growth and 47% had adequate
growth (2).
Vietnam
Elimination of severe malnutrition (3% to 0%),

moderate malnutrition rates down (12% to 5%), and
mild malnutrition down (26% to 21%) two years after
the implementing agency ceased involvement(two
thirds of these children were born after that time).
Overall nutritional status improved by weight-for-age
Z-score 0.3. A case-control study revealed a 40%
reduction in malnutrition compared to a similar sociodemographic zone that did not receive the Hearth
intervention (2).
N ep al
73% improved from moderate or severe to mild or

normal categories, and the improved status was
retained by 70% as long as 18 months later. (4)
Linkages Needed
More operations research
is needed in the area of
the linkages between
relief and Hearth. Moves
are afoot to create
programs in emergencies
that are philosophically
aligned to the Hearth,
through what is being
called the Community
Therapeutic Care (CTC)
approach. This approach
focuses on a communityoriented approach to
treating severe
malnutrition, even at the
height of a crisis. Trials to
date have met with
success. While imported
food would be needed in
the interim period, the
theory is that a continuum
can be formed between
relief programs and
development programs.
Thus, where Hearth
programs exist, these
could be used to form the
basis of a communityoriented relief approach
as a crisis unfolds. In an
emergency, the CTC
approach could be
converted to a Hearth
program in the transition
period. Since most
emergencies are cyclical
in nature, this is a critical
underpinning. (3)
TABLE 8.6 Sample Summative Evaluation Framework

AC TIVITY
GMP
E X P E C TE D
OU TC OMES
OB JEC TIVES
PR OPOSED
IN D IC ATOR S
METH OD S
/TOOLS
50% i ncrease i n
bi rths & deaths
regi strati on
# and % i ncrease i n
bi rths and deaths
recorded
Hearth and
GMP rosters
85% of all chi ldren

<3 are wei ghed
regularly
# and % of chi ldren

< 3 wei ghed at each
GMP sessi on
Hearth rosters
collected every
2 months
85% of caregi vers

know thei r chi ldren's
health status
% of caregi vers of
chi ldren < 3 who know
thei r chi ld's nutri ti onal
status
Intervi ew of
caregi vers of
chi ldren
90% of volunteers
wi ll plot wei ght
accurately
# and % of volunteers
who plot accurately
Volunteers' GMP
book
D ew orming
85% chi ldren aged

1-3 are de-wormed
twi ce a year
# and % chi ldren

aged 1-3 who are
dewormed twi ce a
year
Hearth records,
GMP roster
book
H EAR TH S
90 % of i denti fi ed
malnouri shed
chi ldren <3 are
enrolled i n the Hearth
# and % of i denti fi ed
malnouri shed chi ldren
i nvolved i n Hearth
Hearth records,
GMP roster
book
# and % of moderately and severely

malnouri shed chi ldren
moved to normal
nutri ti onal status
Hearth records
70 % of Hearth
parti ci pants are
rehabi li tated
50 % of Hearth
parti ci pants mai ntai n
enhanced nutri ti onal
status 6 to 12
months after
rehabi li tati on
50% i ncrease i n gi rl
chi ldren who
achi eved normal
nutri ti onal status
20% reducti on of
overall malnutri ti on
among all chi ldren
<3
FeedingPractices
C aregi vers wi ll
i ntroduce
complementary
feedi ng around 6
months
# and % of Hearth
parti ci pants who
mai ntai ned enhanced
nutri ti onal status 6 to
12 months after
rehabi li tati on
# and % of gi rl
chi ldren who achi eved
normal nutri ti onal
status
# and % of chi ldren
who achi eved normal
nutri ti onal status after
1 year, after 2 years
% of caregi vers of
i nfants 6 to 8 months
who know about
complementary
C aregi vers wi ll feed

the 12 month chi ld
5 ti mes/day i ncludi ng
snack besi de
breastmi lk
GMP results
se ssi o n
GMP roster
book
GMP roster
book
Intervi ew of
caregi vers of
i nfants 6 to 8
months
Focus group
di scussi on wi th
Hearth graduate
mothers or other
caregi vers
C aregi vers provi de

the chi ld wi th vari ety
of food at each meal
i ncludi ng PD foods
Hearth caregi vers

who have reported
feedi ng the chi ld wi th
a new speci fi c (PD )
food at each meal,
i ncludi ng vegetables
and fat
Focus group
meeti ng wi th
Hearth graduate
mothers; i ndepth i ntervi ew
at home; home
vi si t observati on
C aregi vers wi ll
provi de appropri ate
feedi ng (amount and
vari ety) duri ng chi ld's
si ckness
Hearth caregi vers who

have reported havi ng
developed the new
practi ces of feedi ng
adequately the si ck
and recoveri ng chi ld
Focus group
di scussi on wi th
Hearth graduate
mothers or
caregi vers
TABLE 8.6 (continued)

AC TIVITY
C aring
Practices
H ealthseeking
practices
Monthly
revi ew
meeti ng
E X P E C TE D
OU TC OMES
OB JEC TIVES
PR OPOSED
IN D IC ATOR S
METH OD S
/TOOLS
Fathers wi ll
parti ci pate i n
chi ldcare and spend
more ti me wi th thei r
chi ldren
Hearth parti ci pants'

fathers who reported
spendi ng more ti me
wi th chi ld and shari ng
chi ldcare wi th mother
Focus group
di scussi on wi th
fathers
C aregi vers and other

fami ly members wi ll
provi de cogni ti ve
and li ngui sti c
sti mulati on to the
chi ld
Hearth parti ci pants'

relati ves reported
si ngi ng, playi ng more
often wi th the chi ld;
i mproved vocali zati on,
language,communi cati on ski lls i n chi ld
Focus group
di scussi on wi th
Hearth graduate
mothers, caregi vers; i n-depth
i ntervi ew; home
observati ons
C aregi vers wi ll
practi ce good food
hygi ene
Parti ci pants report

developi ng new
hygi ene practi ces:
cleani ng food before
cooki ng/coveri ng food
In-depth home
i ntervi ew;
observati ons
duri ng home
vi si ts
C aregi vers wi ll
practi ce good body
hygi ene for
themselves and thei r
chi ldren
Parti ci pants who have

developed new body
hygi ene practi ces
such as cutti ng nai ls
and washi ng hands
(wi th soap) before
eati ng and washi ng
hands after toi leti ng
Focus group
di scussi on wi th
Hearth graduate
mothers or
caregi vers; i ndepth i ntervi ew
at home
C aregi vers wi ll
i denti fy danger si gns
(acute respi ratory
i nfecti on and
di arrheal di sease)
C aregi vers who know

the danger si gns and
can i denti fy them
accurately
Home
observati ons;
focus group
di scussi on wi th
Hearth mothers/
caregi vers; i ndepth i ntervi ew
C aregi vers wi ll have

young chi ld
completely
i mmuni zed and have
chi ld wei ghed
regularly (parti ci pati on i n GMP)
# and % of caregi vers

who have thei r chi ld
completely
i mmuni zed, and # and
% of chi ldren
parti ci pati ng i n GMP
Vacci nati on
roster, Growth
card record,
GMP roster li st
Steeri ng C ommi ttee

and Hearth
Parti ci pati on of all

stakeholders at all
meeti ngs
Staff moni tori ng

vi si ts
Volunteers manage,
assess and moni tor
the program
effecti vely
On-si te moni tori ng

and supervi si on
acti vi ti es take place
Report forms
Accurate reporti ng
Funds used
appropri ately
Audi ti ng,
monthly
fi nanci al
report
Sustai nabi li ty of home

vi si ts and GMP
Follow-up vi si ts
and reports
Problems i denti fi ed
and solved
Mi nutes of
monthly revi ew
meeti ngs
SAMPLE FORMS
FORM 8.1 Vital Events Monitoring: Monthly Report on Births
Village Tract Nam e:
Village New born's
name
S ex
Period From :
Father's DOB
name
D ay /
Mo
Wt.
(kgs)
To:
Place
# of
birth
Comments
Sample form for

reporting births every
month.
FORM 8.2
Vital Events Monitoring:

Monthly Death Report of Children and Women
Village Tract Nam e:
Period From :
Date of Birth
Village
Name
S ex
Month
Year
Total number of deaths in month:
To:
Date
D eceased
D ay
Month
Signature:
Age
Comments
(i.e., cause
of death)
Vital Events Monitoring:

Monthly In/Out Migration Report
C hild's N ame
S ex
Father's N ame
Total Number of In-mi grati ons i n the Month:___________

Total Number of Out-mi grati ons i n the Month:__________
Village
D ay
D ate of
Move
In or
Out
From
or To
C omments
Si gnature: ___________________________
Month
D ate of
B irth
Vi l l age Tract N am e:_________________________________

Peri od From :___________________ To:________________
FORM 8.3
FORM 8.3
Vital Events
Monitoring:
Monthly In/Out
Migration Report
C hild's
N ame
S ex
M/F
D OB :
Month/
Year
Weight
Status
GMP date
Weight
Status
GMP date
N ote: A llow at least tw o lines per family to capture younger siblings
N ame
H ead o f
H o u sehold
Weight
Status
GMP date
C omments
Sample
Growth Monitoring
Promotion Roster Book
HH
#
N am e of Vol unteer: _____________________________ Vi l l age:________________________
FORM 8.4 Sample Growth Monitoring Promotion Roster Book
FORM 8.4
N ame of
C hild
D ate
of
B irth
C ontribution: Mark z ero or
ch eck
for each day attended:
D ate
of
Entry
Weight
Status
Entry
(K g)
Weight
Status
Exit
(K g)
Weight
C h an g e
(g) + or -
H earth Sessi on D ates: From ___________ To__________ N um ber of Parti ci pati ng C hi l dren: ______
FORM 8.5 Sample Hearth Volunteer Roster Book
C omments
FORM 8.5
Sample Hearth
Volunteer Roster Book

#
N ormal
Mild
(yellow )
#
%
Severe
(red)
#
%
Total
Malnourished
#
%
B irths*
D eaths*
*Incl ude bi rths and deaths whi ch have occured si nce l ast GM P sessi on (l ast 2 two m onths)
TOTALS
Village
C hildren
Weighed
#
%
Move
In / Out
Sample Format
for Compiling
GMP Results at the
Village Tract Level
Population <3
FORM 8.6 Sample Format for Compiling GMP Results at the Village Tract Level
FORM 8.6
P opulation
<3
C hildren
Weighed
#
%
#
N ormal
Mild
(Yellow )
#
%
Severe
(R ed)
#
%
Total
Malnutrition
#
%
B irths*
*Incl ude bi rths and deaths whi ch have occured si nce l ast GM P sessi on (l ast two m onths)
GMP 7
GMP 6
GMP 5
GMP 4
GMP 3
GMP 2
GMP 1
GMP
Session/
D ate
FORM 8.7 Sample Format For Compiling GMP Results Over One Year at the Village Tract Level
D eaths*
FORM 8.7
Sample Format
for Compiling
GMP Results Over
One Year at the
Village Tract Level
Graduated
#

No
Weight Gain
#
%
Village
#
C hildren
Enrolled
#
Graduated
#
C atch-U p
Grow th
Adequate
Grow th
#
%
H earth Sessi on D ates: From ____________ To____________
Weight Gain
Use the form above OR this one below:
#
C hildren
Enrolled
Weight
L o ss
#
%
Weight
L o ss
#
%
#
R eturning
C hildren
Moved R ed
to Yellow
#
%
C omments
(deaths,
illnesses, etc.)
C omments (deaths,
illnesses, etc.)
#
R eturning
C hildren
Sample Monthly
Monitoring Formats
for Compiled Results
of Hearths
Village
H earth Sessi on D ates: From ____________ To____________
FORM 8.8 Sample Monthly Monitoring Formats for Compiled Results of Hearths
FORM 8.8
FORM 8.9 Behavioral Monitoring Tool
N ame
Age
(months)
Exclusive B reastfeeding in
Last 24 H ours?
Yes
No
D on't
K now
Behavioral
Monitoring Tool
Indicator Box
# of caregivers
interviewed who
answered either
YES or NO:
2
3
4
5
# of Caregivers
Interviewed
who answered
YES:
6
7
8
9
% of Caregivers
Reporting
Exclusive
Breastfeeding
in the Last 24
Hours:
10
11
12
13
14
Directions:
At a specific Hearth session, identify children less than 6 months of age who are
accompanied by caregivers familiar with their feeding history over the last 24
hours:
Interview each caregiver privately.
Write down the childs name and age, making sure that the child fits the
age criteria set above.
Ask the caregiver to recall everything that the child was fed since this
time yesterday. If the baby received ONLY breastmilk (and not plain
water, formula, other milk, juice, other liquids, cereals, fruits, vegetables,
grains, meats, etc.), then place a check in the column marked Yes. If
the child was fed anything other than breastmilk, place a check in the
column marked No. If the caregiver does not have complete
information, place a check in the column marked Dont Know.
Continue until you have information on ten children, excluding those in
the Dont Know column.
Add up the total number of both Yes and No responses and place that
number in the corresponding column in the Indicator Box (see sidebar).
Add up the total number of Yes responses and place the total in the
corresponding column in the Indicator Box.
Divide the total number of Yes responses by the total number of Yes
and No responses and multiple by 100 to figure out the percentage of
caregivers reporting exclusive breastfeeding in the last 24 hours.
FORM 8.10 Weighing Monitoring Tool

Volunteer
Volunteer's
Weight
S upervisor's
Weight
D isagreement?
1
2
3
4
5
1
2
3
Weighing
Monitoring Tool
Indicator Box
4
5
1
2
# of
Volunteers
Observed:
3
4
5
1
# of
Volunteers
Weighing
All Children
Correctly:
2
3
4
5
1
2
% of
Volunteers
Weighing
All Children
Correctly:
3
4
5
Directions:
Ask supervisors/trainers to observe Hearth volunteers weighing children.
Write down each volunteers name.
Explain to the caregiver that this child will be weighed twice.
Observe the volunteer as she or he weighs the first child and record the
weight reported.
Re-weigh the child properly (according to protocol) and record the weight
you get.
Check to see if the two weights are the same. Check the Disagreement?
column if your weight is more than ___ grams different from the volunteers
weight (determine appropriate difference for the project).
Repeat the process for a total of three to five children per volunteer.
Discuss your observations with the volunteer.
Repeat with the remaining volunteers.
Complete the Indicator Box at the bottom of the page (see sidebar).
Discuss the findings with the Hearth volunteers who are present.
Finally forward the sheet to the community health team with your
supervision report.
RESOURCES
Adult Learning
ADULT ED
Charleston, R. and B. Kittle, Adult Learning Towards Behavior

Change: A Training Curriculum; CARE, 2001
Vella, Jane, Learning to Teach: Training of Trainers for
Community Development Oef International, 1989
Available: http://www.janevella.com/books.asp
Vella, Jane, Learning to Listen, Learning to Teach: The Power of
Dialogue in Educating Adults, Revised Edition; San Francisco:
Jossey-Bass Publishing, 2002
Vella, Jane, Taking Learning to Task: Creative Strategies for
Teaching Adults; San Francisco: Jossey-Bass, 2002
Vor der Bruegge, Ellen and Robb Davis, Designing for Adults
Course Packet; Freedom From Hunger, 2002
Available: http://www.coregroup.org/resources/
Dialogue_Education_Course_ Packet.pdf
Community Participation
Howard-Grabman, Lisa and G. Snetro, How to Mobilize
Communities for Health and Social Change; Baltimore: Johns
Hopkins University Center for Communication Programs,
Forthcoming (2003)
McNulty, Judiann, S. Mason, and Judi Aubel, Participation for
Empowerment; Atlanta: CARE, 200
Available: www.coregroup.org
Schoonmaker-Freudenberger, Karen, Rapid Rural Appraisal (RRA)
and Participatory Rural Appraisal (PRA): A Manual for CRS Field
Workers and Partners; Baltimore: Catholic Relief Services, 1999
Available: www.catholicrelief.org/what/overseas/rra_manual.cfm
COMMUNITY
HEALTH ED
Health Education
UNICEF, Facts for Life, 3rd Edition; New York: United Nations
Childrens Fund, 2002
Available: www.unicef.org/ffl
Werner, D. and Bill Bower, Helping Health Workers Learn: A Book of
Methods, Aids, and Ideas for Instructors at the Village Level, 2nd
Edition; 1995
Available: http://www.hesperian.org/
M&E
Monitoring and Evaluation Tools

Espeut, Donna, Knowledge, Practices and Coverage Survey 2000+
Field Guide; Calverton: The Child Survival Technical Support Project,
2001
Available: http://www.childsurvival.com/kpc2000/kpc2000.cfm
Weiss, William and Paul Bolton, Training in Qualitative Research
Methods for PVOs & NGOs & Counterparts; 2000
Available: www.jhsph.edu/refugee/resources.html
186 / Resources & References
Nutrition
NUTRITION
Fourth Report on the World Nutrition Situation; Geneva, ACC/SCN

in collaboration with IFPRI, 2000
Available: http://acc.unsystem.org/scn/Publications/4RWNS/
4rwns.pdf
Cameron, Margaret, Yngve Hofvander, and Rondo Cameron,
Manual on Feeding Infants and Young Children 3rd Edition;
Oxford UP, 1989
Cogill, Bruce, Anthropometric Indicators Measurement Guide;
Washington, DC: Food & Nutrition Tech. Assistance Project, 2001
Available: http://www.fantaproject.org/publications/
anthropom.shtml
Griffiths, Marcia, Kate Dickin, and Michael Favin, Promoting the
Growth of Children: What Works: Rationale and Guidance for
Programs; The World Bank, 1996
Available: http://wbln0018.worldbank.org/hdnet/hddocs.nsf/
Marchione, Thomas J, ed., Scaling Up, Scaling Down: Overcoming
Malnutrition in Developing Countries;
Gordon and Breach Publishers, 1999
Murray, J., et al., BASICS Technical Report: Emphasis Behaviors in
Maternal/Child Health Focusing on Caretaker Behaviors to
Develop Maternal/Child Health Programs in Communities; 1997
Available: http://www.basics.org/publications/abs/abs_emphasis.html
Sanghvi, Tina, Nutrition Essentials: A Guide for Health Managers;
World Health Organization, 1999
Available: http://www.basics.org/publications/abs/abs_nutrition.html
Wagman, J., and Peter Winch, eds., Implementing and Evaluating
Nutrition Interventions for Managers of PVO Child Survival Projects:
A Guide to Manuals, Guidebooks, and Reports; Child Survival
Technical Support Project, 2000
Available: http://www.childsurvival.com/documents/
NutritionManual3.pdf
Zeitlin, Marian, Hossein Ghassemi, and Mohamed Mansour,
Positive Deviance in Child Nutrition: With Emphasis on
Psychosocial and Behavioural Aspects and Implications for
Development; United Nations University, 1990.
Available: http://www.unu.edu/unupress/unupbooks/80697e/
80697E00.htm
WEBSITES
Websites
BASICS II A global project to foster a comprehensive approach
to improving nutrition-related behaviors and outcomes.
www.basics.org/technical/nutrition.html
The CORE Group A membership organization of US-based nonprofits working together to improve maternal and child health.
www.coregroup.org
Food and Nutrition Technical Assistance Project (FANTA) An
integrated food security and nutrition programming project.
www.fantaproject.org
The LINKAGES Project A worldwide project to support
breastfeeding, related complementary feeding and maternal nutrition,
and the Lactational Amenorrhea Method.
www.linkagesproject.org
UNICEF The United Nations Childrens Fund infopage on
nutrition, strategies, focus areas, and action programs; includes
support documents, resources, and links.
www.unicef.org/programme/nutrition/mainmenu.htm
World Bank World Banks multi-sectoral approach to nutrition;
includes related links, project information, key indicators, and
working papers. www1.worldbank.org/hnp
World Health Organization WHOs nutrition infopage
addressing emerging issues, research, and topics such as
micronutrient deficiencies and infant and young child feeding
practices. www.who.int/nut/index.htm
REFERENCES
Acknowledgments:
ACKNOWLEDGE
1. Sternin, M., J. Sternin, and D. Marsh, Field Guide: Designing a

Community-Based Nutrition Education and Rehabilitation Program Using
the Hearth Model and Positive Deviance Approach; Westport: Save the
Children and BASICS, December 1998
2. Cribbin, M., Application of a Positive Deviance Inquiry in the Oruro
Altiplano; Emory University, April 2000
3. Conrad, V., Positive Deviance and Nutrition Education and
Rehabilitation Programs: A Field Manual For Use in West Africa;
Save the Children, 2001
Overview:
OVERVIEW
1. Report of The International Workshop on Improving Childrens Health

and Nutrition in Communities; 20-23 June 2000, Durban, South Africa,
2000
2. Berggren, W., Personal interviews
3. Sternin, M, J. Sternin, and D. Marsh. Scaling Up a Poverty Alleviation
and Nutrition Program in Vietnam, Scaling Up, Scaling Down: Capacities
for Overcoming Malnutrition in Developing Countries; Gordon and Breach
Publishers, 1999
4. Wollinka, O, K. E. Burkhalter, and N. Bahir (Eds), Hearth Nutrition
Model: Applications in Haiti, Vietnam and Bangladesh; Arlington, VA:
BASICS, 1997
5. WHO Global Strategy on Infant and Young Child Feeding, Report of the
Secretariat; 55th World Health Assembly, April 2002
6. Strategy for Improved Nutrition of Children and Women in Developing

Countries; Programme Division, Nutrition Section, UNICEF, June 1990,
New York: Monograph, 1990
7. Pelletier, D.L., et al., The Effects of Malnutrition on Child Mortality in
Developing Countries; Bulletin World Health Organization 73(4): 443-448,
1995
8. Evidence and Information for Policy; WHO Child and Adolescent
Health and Development, 2001
9. Sanghvi, T. Nutrition Essentials: A Guide for Health Managers;
BASICS/UNICEF/WHO, 1999
CHAPTER 1
Chapter 1:
1. Berggren, G, and M. Moreaux, HEARTH/Positive Deviance Approach
to Combating Malnutrition in Haiti: Ti Foyers in Haiti; Report on Field
Visit and Workshop at Deschapelles, Haiti; 10-19 September 2002
CHAPTER 3
Chapter 3:
1. Reference Data for the Weight & Height of Children in Measuring
Change in Nutritional Status; WHO, 1993
2. How to Weigh and Measure Children: Assessing the Nutritional Status
of Young Children in Household Surveys; UN Department of Technical
Cooperation for Development and Statistical Office, 1996
3. Cogill, B., Anthrometric Indicators Measurement Guide; Food and
Nutrition Technical Assistance Project, 2001
CHAPTER 4
Chapter 4:
1. Allen, H., et al., New Policies for Using Anthelmintics in High Risk
Groups; WHO Informal Consultation on the Use of Praziquantel during
Pregnancy/Lactation, and Albendazole/Mebendazole in Children under 24
Months; April 2002
2. Marsh, D. and K. Lapping, Save the Children and the Positive Deviance
Approach, Working Paper No. 1; 31 December 2001
Chapter 5:
CHAPTER 5
1. Management of Severe Malnutrition: A Manual for Physicians and

Other Senior Health Workers; Geneva: WHO, 1999
2. Dietary Reference Intakes; Food and Nutrition Board of the National
Academy of Sciences, in publication
3. Facts for Life; UNICEF, 2002
4. Facts for Feeding, Guidelines for Appropriate Complementary Feeding
of Breastfed Children 6-24 Months of Age; LINKAGES, 2001.
5. Sanghvi, T., Nutrition Essentials: A Guide for Health Managers; WHO/
BASICS/UNICEF, 1999, 22
6. Marsh, D. and K. Lapping, Save the Children and the Positive Deviance
7. Griffiths, M. and V. De Alvarado, Honduras: The AIN Community
Experience; The Manoff Group, 1999
8. Sternin, M, J. Sternin, and D. Marsh, Scaling Up a Poverty Alleviation
and Nutrition Program in Vietnam, Scaling Up, Scaling Down: Capacities
for Overcoming Malnutrition in Developing Countries; Gordon and Breach
Publishers, 1999
9. Berggren, W. and J. Grant, Community Health Report to the Grant
Foundation; 1995
10. Sanghvi, T., Nutrition Essentials: A Guide for Health Managers;
WHO/BASICS/UNICEF, 1999, 232
11. Sanghvi, T., Nutrition Essentials: A Guide for Health Managers;
WHO/BASICS/UNICEF, 1999, 228
CHAPTER 7
Chapter 7:
1. Pyle, D. and T. Tibbetts, An Assessment of the Living University as a
Mechanism for Expansion; Draft, 2002
2. Wollinka, O, K. E. Burkhalter, and N. Bahir, eds., Hearth Nutrition
BASICS, 1997
3. Diene, S. and M. Sternin, On the Use of the Positive Deviance
Approach and Hearth Model to Combat Malnutrition in West Africa;
Arlington, VA: BASICS, November 2000
CHAPTER 8
Chapter 8:
1. Marsh, D. and K. Lappi, Save the Children and the Positive Deviance
2. Wollinka, O, K. E. Burkhalter, and N. Bahir, eds., Hearth Nutrition
BASICS, 1997
3. Meyers, J. Maternal and Child Health Initiative program in Dabola,
Guinea;. PowerPoint presentation at USAID, Africare, May 2000
4. Grobler Tanner, C., Comments on manuscript review; November 2001
Positive Deviance/Hearth:
AR
esource Guide for Sustainably
Resource
R ehabilitating Malnourished Children
Positive Deviance /Hearth
Positive Deviance/Hearth is a successful home-based

& neighborhood-based nutrition program for children who are at
risk for malnutrition in developing countries. It has enabled
hundreds of communities to reduce their levels of childhood
malnutrition and to prevent malnutrition years after the programs
completion.
The positive deviance approach is used to find
uncommon, beneficial practices by mothers or caretakers of
well-nourished children from impoverished families. Once
identified, ways are sought to spread these practices and
behaviours to others in the community with malnourished
children.
A Hearth is the setting of the nutrition education and
rehabilitation part of the program. Suggesting a family around a
fireplace or kitchen, Hearths are carried out in home settings
where caretakers and volunteers prepare positive deviant
foods. They practice beneficial childcare behaviors and feed
malnourished children with extra energy-rich/calorie-dense
supplemental meals.
Sprinkled with helpful field examples, useful tools and ideas, this guide
explains step by step how to:
identify at-risk children

conduct a Positive Deviance Inquiry
conduct Hearth sessions and
set up a monitoring and evaluation system
CORE Incorporated
220 I Street, NE Suite 270
Washington DC 20002 (USA)
telephone (202) 608-1830 / fax (202) 543-0121
www.coregroup.org
A R esource Guide
for Sustainably R ehabilitating
Malnourished Children
Child Survival Collaborations and Resources Group
Nutrition Working Group
February 2003

PDHearth Manual

Uploaded by

Copyright:

Available Formats

PDHearth Manual

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PDHearth Manual

Uploaded by

Copyright:

Available Formats

Positive Deviance/Hearth:

Positive Deviance /Hearth

Positive Deviance/Hearth is a successful home-based

identify at-risk children

The CORE Group

he Child Survival Collaborations and Resources Group (The CORE

utrition Working Group, Child Survival Collaborations and Resources

Positive Deviance/Hearth Nutrition Program is a home-based and

ii / CORE Group / Citation / Abstract

This final product is a

Our appreciation to the

In addition to those persons mentioned, we want to express our appreciation

Judiann McNulty, Co-Chair

Karen LeBan, Executive Director

CHAPTER ONE: Step 1 - Determine if PD/Hearth is for You ...... 17

CHAPTER TWO: Step 2 - Mobilize, Select & Train .................... 27

CHAPTER THREE: Step 3 - Prepare for Positive Deviance Inquiry 57

CHAPTER FIVE: Step 5 - Design Hearth Session ..................... 113

Who Should Read this Guide?

his resource guide is designed for program managers interested in

How to Use this Guide

Remember that local adaptation is a must. Include the essential elements

We recommend that you

Positive Deviance/Hearth Manual / 1

Goals of a PD/Hearth Program

PD/Hearth combines two approaches proven to successfully reduce child

The PD/Hearth process

The Positive Deviance Approach

Positive Deviants all

The Hearth Approach

Visible changes in the

While PD/Hearth must be locally adapted and many of the implementation

Conduct a Positive Deviance Inquiry in every target

Design Hearth session menus based on locally available

Beneficial practices need

Hygiene practices (sometimes included in caring practices): Body, food

Physical Grow th &

Sixteen key family

Source: Presented at The

PD/Hearth vs. Traditional Nutrition Programs

raditional nutrition interventions include growth monitoring, counseling

Counseling is a key component of a nutrition program, providing the caregiver

TABLE 0.2 TRADITIONAL vs PD/HEARTH APPROACH

What are your needs?

What are your strengths?

What is working here?

What can we provide?

What are your resources?

What is lacking in the community?

What is good in your community?

What is missing here?

What can we build on?

Advantages of the PD/Hearth Approach

here are a number of advantages to the PD/Hearth Approach. PD/

Quick - The approach provides a solution that can quickly address an

Hearth not only changes

Participatory Community participation is a vital ingredient in the success

Positive Deviance/Hearth Manual / 9

Save the Children/Vietnam data showed a dramatic impact in

Why is Malnutrition a Problem?