Self Directed Learning User Guide for the FOODcents for Aboriginal
Contents
1. The last part of section three in the manual provides information on collecting feedback It is important to include time in your planning to review and evaluate your program This will be discussed further in the next section ACTION E7 Please read the Planning Your Program section of the manual pages 7 12 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 14 Check your answers using Appendix 2 pages 20 21 Section Three The Program The suggested time for learning about this section is 120 minutes Learning Outcome At the end of this section you will have a clear understanding of the various program parts and activities This will enable you to develop implement and evaluate an ATSI FOODcents program for your community The main parts are ntroduction I ce breakers Healthy Foods Activities Healthy Dollars Activities The Cook Up Feedback Evaluation Introduction and Ice Breakers The relationship you have developed with the whole group one of the community leaders or your liaison person will be invaluable in guiding you in developing your program s introduction and the icebreaker to use You may have other icebreakers you prefer to use instead Please note that some people are very intimidated by icebreakers Always check first i ACTION Please read The Program section of the manual pages 14 16 NB Use the Guide to Yo2. The original Food Cent Program Appendix 1 True False Questions Appendix 2 True False Answers oc Ul 1 1 wo N 10 12 13 18 19 25 Introduction to the User Guide Purpose of the User Guide The purpose of this User Guide is to train Nutritionists and Health Promotion Officers to deliver the FOODcents Aboriginal and Torres Strait slander ATSI People in WA Program and to guide and support others to use the manual The User Guide is designed as a Self Directed Learning package The FOODcents for ATSI People in WA Program Manual the Education M anual contains four sections These are About the Program Planning Your Program The Program and Appendices In this Guide a brief overview of each is provided at the beginning of each section Following the overview you will then be guided to Action Actions include Read Review and W atch a Video How to use the Guide There are four steps 1 Read the brief overview for each section 2 Read the information or program session or watch the video as directed in the Education M anual 3 Complete the True False review questions in User Guide Appendix 1 4 Check your responses on the answer page in User Guide Appendix 2 ACTION READ may WATCH VIDEO 7 REVIEW TIME e Use The Guide to Your Session proforma Education Manual page 10 as you work through this User Guide e Make notes as you work through the manual list
3. This activity teaches value for money and is designed for those who find words and numbers difficult i ACTION Please read the manual pages 38 42 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 17 Check your answers using Appendix 2 page 23 Activity 7 Comparing Value for Money This activity introduces the concept that some foods are better value for money ACTION mY Please read the manual pages 43 50 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 17 Check your answers using Appendix 2 page 24 Activity 8 Buying Food the FOODcents W ay the 10 Plan This Healthy Dollar activity is for those with a better understanding of numbers and introduces the food triangle into the budget y ACTION mY Please read the manual pages 51 56 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 17 Check your answers using Appendix 2 page 24 The Cook Up Learning Outcome At the end of this section participants will be able to plan and deliver the Cook Up activity Note A variation of the activity is to plan a menu with the group before the Cook Up session and involve them with the purchase of ingredients This is an opportunity to reinforce learning from previous activities eg Healthy Doll
4. but could be shown in the country Review the video with a community representative to determine suitability Comparing Costs of Food This activity introduces value for money by using food packages and comparing packaging weight and cost This activity is for those who find words and numbers easy This activity is suitable for people who have difficulties with literacy and or numeracy skills Healthy foods are more expensive than unhealthy foods Healthy foods are usually less expensive This activity needs funding to purchase sample food items or you need to bring packets of food items from home 23 Activity 7 Comparing Value for Money 1 True 2 False 3 False This activity looks at value for money using a shopping exercise within the group This activity reinforces that money spent on Eat Less foods will feed more people and keep people from getting sick This activity reinforces that money spent on Eat Most foods will feed more people and keep people from getting sick This activity will not need funding but you will need to check current prices of foods for the Food Cards This activity suggests you have 20 of real Eat Most and Eat Some foods and 20 of real Eat Less and Eat Some foods Spending money to buy real food is optional You can use the Food Cards instead Activity 8 Buying Food the FOODcents W ay the 10 Plan 1 True 2 True 3 True Activity 9 1 True
5. information as required ACTION mY Please read the manual pages 64 67 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 18 Check your answers using Appendix 2 page 25 11 Section Four Appendices There are four Appendices inthe ATSI FOODcents Manual These are Appendix 1 Deadly Tucker Cookbook Appendix 2 The Eat Healthy Be Healthy Triangle Poster Appendix 3 Food Cards and Money Appendix 4 The original Food Cent Program 12 User Guide Appendix 1 True False Questions Please circle the correct response Section 1 About the Program 1 10 11 12 True True True True True True True True True True True True False False False False False False False False False False False False The aim of the FOODcents program is to adapt test and disseminate FOODcents for ATSI people throughout WA The program has been designed as a living document that will evolve as communities and practitioners work with it All Torres Strait slander people have the same eating habits and beliefs and this program has been designed specifically for them All ATSI people have the same literacy and numeracy skills English is the primary language of all ATSI people Developing a relationship with communities prior to implementing the program is essential Before you visit a co
6. 2 False 3 True This activity teaches principles of the 10 Plan An option is to add cigarettes and alcohol into the spending to see what foods cannot be afforded if buying cigarettes and alcohol The 10 Plan demonstrates where food money is spent in relation to the Eat Healthy Be Healthy Triangle This introduces the Food Triangle into the budget The Cook Up This session is a practical session demonstrating how healthy low cost meals can be prepared Food safety and food handling are not an integral part of the session Food safety and food handling are an integral part of the session A guide to keeping foods safe is found in the Deadly Tucker Cookbook The Cook Up shows ways of making healthy food go further to feed more people 24 4 True The Cook Up is an opportunity to reinforce other messages and budgeting inf ormation Feedback 1 True Evaluating your session provides you with feedback and assists with planning future programs 25
7. Self Directed Learning User Guide for the FOODcents for Aboriginal and Torres Strait Islander People in WA Program A Guide to Promote Healthy Eating for Aboriginal amp Torres Strait slander People Department of Health North Metropolitan Area Health Service Population Health This User Guide is a supplement to the FOODcents for Aboriginal and Torres Strait slander People in WA Program A Guide to Promote Healthy Eating for Aboriginal amp Torres Strait slander People the ATS FOODcents program produced J une 2004 Written By Helen Sullivan and Carol Buchecker For further information on this manual please contact Nutrition Coordinator North Metropolitan Area Health Service Population Health PO Box 1296 Perth WA 6845 Phone 08 9224 1625 Acknowledgments The FOODcents for Aboriginal and Torres Strait slander People in WA Project and the ATSI FOODcents Dissemination Project were both funded by Healthway We thank everyone involved with developing and reviewing this guide September 2005 Contents Introduction to the User Guide Section One ntroduction and About the Program Section Two Planning Your Program Section Three The Program Introduction and cebreakers Healthy Foods Activities Healthy Dollars Activities The Cook Up Feedback Section Four Appendix 1 Deadly Tucker Cookbook Appendix 2 The Eat Healthy Be Healthy Triangle Poster Appendix 3 Food Cards and Money Appendix 4
8. alse False False False False False This activity introduces value for money by using food packages and comparing packaging weight and cost This activity is for those who find words and numbers easy Healthy foods are more expensive than unhealthy foods This activity needs funding to purchase sample food items or you need to bring packets of food items from home Comparing Value for Money This activity looks at value for money using a shopping exercise within the group This activity reinforces that money spent on Eat Less foods will feed more people and keep people from getting sick This activity will not need funding but you will need to check current prices of foods for the Food Cards Buying Food the FOODcents W ay the 10 Plan False False False This activity teaches principles of the 10 Plan An option is to add cigarettes and alcohol into the spending to see what foods cannot be afforded if buying cigarettes and alcohol The 10 Plan demonstrates where food money is spent in relation to the Eat Healthy Be Healthy Triangle This introduces the Food Triangle into the budget 17 The Cook Up 1 True 2 True 3 True 4 True Feedback 1 True False False False False False This session is a practical session demonstrating how healthy low cost meals can be prepared Food safety and food handling are not an integral part of the session The Cook Up shows w
9. ars activities Allow plenty of time for preparation eg selecting recipes preparing your shopping list cooking equipment list and organising the venue Use the Checklists and Shopping Lists on pages 60 63 to help you Familiarise yourself with the Deadly Tucker Cookbook Education Manual Appendix 1 These recipes are easy to prepare and are low cost They have been rated for people with diabetes so that Good for people with diabetes Excellent for people with diabetes Not okay for people with diabetes Recipes include Soups Main Dishes Salads amp Vegetables and Desserts amp Other Sweet Things Also included are ideas for stretching the meal when you need to feed more people Other recipes maybe used Encourage participants to share their own recipes before the session for you to check ACTION Please read the manual pages 57 63 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 18 Check your answers using Appendix 2 pages 24 25 10 Feedback Learning Outcome At the end of this section you will have an overview of evaluation for the ATSI FOODcents program Note e Evaluation of the activity is achieved through question and answer at the end of the session as well as observation and participation levels e The form on page 67 can be used as a Starting point for preparing your evaluation report Include additional
10. ays of making healthy food go further to feed more people The Cook Up is an opportunity to reinforce other messages and budgeting information Evaluating your session provides you with feedback and assists with planning future programs 18 User Guide Appendix 2 True False Answers For questions that are false the correct answer is given in italics Section 1 About the Program 1 True True False False False True True False The aim of the FOODcents program is to adapt test and disseminate FOODcents for ATSI people throughout WA The program has been designed as a living document that will evolve as communities and practitioners work with it All Torres Strait slander people have the same eating habits and beliefs and this program has been designed specifically for them There are differences inthe culture of the Torres Strait slander people therefore further development may be needed to meet the needs of this group All ATSI people have the same literacy and numeracy skills The differences in ATSI communities are not only where they are located but also in their ability to read to understand numbers and to handle money It is important to know your community to ensure activities conducted are relevant for your group English is the primary language of all ATSI people Communities in more remote areas may have English as a second language Developing a relationship with communities prior
11. his activity looks at some foods people eat and how often they are eaten This gives a visual representation of how their diet compares to a healthy diet 2 True This activity is suitable for people who do not read well and have problems with numbers 3 False All resources you need for this activity are included in the manual Coloured stickers or coloured pens are required for this activity 22 Activity 3 and 4 The Eat Healthy Be Healthy Triangle familiar not familiar 1 False 2 True Activity 3 and 4 is for those that know and understand the Eat Healthy Be Healthy Triangle Activity 4 is for groups who do not have a good knowledge and understanding of the Eat Healthy Be Healthy Triangle During this activity participants place food onto sections of the triangle After all the foods have been placed the presenter leads discussion on the appropriate placement of the food and why they are there Activity 5 J ordan and Carla s Moorditj Tucker Video 1 True 2 False 3 False Activity 6 1 True 2 False 3 False 4 True This activity is directed towards children between 8 to 14 years with messages about muscle power brain power play power and power in looking good This video can be shown to all groups This video is not suitable for all groups review the video and use if appropriate This video is suitable for people living in the city and the country This video was made in the city
12. ing resources you need to obtain and highlighting areas that need extra preparation eg obtaining local food prices e The approximate time to work through each section is indicated The recommended time to work through this guide is about three hours e Work with a local indigenous person to deliver the program whenever possible Section One About the Program The suggested time for learning about this section is 15 minutes Learning Outcome At the end of this section you will have an understanding of the program s origins goals and strategies Introduction The FOODcents for ATSI people in WA Program is a North Metropolitan Area Health Service Department of Health of WA initiative and funded by Healthway The program was developed collaboratively with health representatives throughout WA This program is an adaptation of the original FOODcents Program About the Program This section provides an overview of the program with information about program development general information about working with ATSI people and consulting with the community It includes basic information on adult learning and general information about how the program is implemented The program is designed to enable flexibility in delivery The program provides simple strategies to help increase effectiveness eg e Deliver the program to an existing group where possible Be flexible e Establish a relationship with the group or group leaders prior to de
13. ivities are chosen in consultation Choice of activities is made in consultation with the presenter and community or group representatives Each session should have an Introduction an Icebreaker Activities and Feedback Some people are very intimidated by icebreakers Find out whether an icebreaker is suitable An icebreaker may be unnecessary if you know your group and or participants all know each other The program should include at least one Healthy Foods activity and a Healthy Dollars activity followed by a Cook Up if possible 20 10 11 12 False True False True False The use of the tool Guide to Your Session page 10 is necessary only when it is your first presentation Preparing a Guide for each session ensures your session is planned thoroughly and you have the correct resources It can also be part of your evaluation process The number of activities you do will depend on the time you have for each session A checklist is only required if you are not an organised practitioner A checklist ensures your session runs smoothly If time is limited you can prepare some or all of the ingredients before the session eg peel and cut up vegetables All sessions must include an icebreaker Some people are very intimidated by an icebreaker Find out whether an icebreaker is suitable An icebreaker may be unnecessary if you know your group and or participants all know each other Section 3 The Pr
14. livery by involving them in the planning e Be aware of community dynamics eg movements due to weather funerals lore time and community events A good understanding of your community group is essential in being able to effectively deliver the program i ACTION 2 Please read the About the Manual section in the manual pages 1 6 Review your reading using True False questions User Guide Appendix 1 page 13 Check your answers using Appendix 2 pages 19 20 Section Two Planning Your Program The suggested time for learning about this section is 15 minutes Learning Outcome At the end of this section you will have the skills and tools to plan a FOODcents program for your community This section provides information and tools to plan your program A Session Guide page 10 is included to assist with your planning NB Session Guides are guides only Find out about the needs of your group and allow flexibility A basic Session Checklist is included on page 12 We recommend this list be extended as needed For example include a time line and a responsibility nomination that is when things will happen and who is responsible In your time line ensure that you allow enough time for preparation Have a clear understanding of what each activity is about and what it is trying to do Build in flexibility It is more important to ensure that the goals of your session are achieved rather than how you deliver the program
15. mmunity check that it is still OK to do so A death in the community or another event may mean you will have to make changes to your planned program Program information needs to be presented exactly as stated in the Education M anual W orking in groups can assist in people learning from each other The program is designed as a one off session only Presenters should set up a new group Specifically for the program Choose activities from the manual but adapt them to suit the group you are working with 13 Section 2 Planning Your Program 1 10 11 12 True True True True True True True True True True True True False False False False False False False False False False False False Planning is vital to the success of the session and program Before your session it is important to know Who Where Why Choosing activities is entirely up to the presenter Choosing activities is entirely up to the group Choice of activities is made in consultation with the presenter and community or group representatives Each session should have an Introduction an Icebreaker Activities and Feedback The program should include at least one Healthy Foods activity and a Healthy Dollars activity followed by a Cook Up if possible The use of the tool Guide to Your Session page 10 is necessary only when it is your first presentation The number of activi
16. n the way we live and disease This activity does not teach skills to avoid lifestyle diseases 15 Activity 2 Looking at Your Diet Quiz 1 True False This activity looks at some foods people eat and how often they are eaten This gives a visual representation of how their diet compares to a healthy diet 2 True False This activity is suitable for people who do not read well and have problems with numbers 3 True False All resources you need for this activity are included in the manual Activity 3 and 4 The Eat Healthy Be Healthy Triangle familiar not familiar 1 True False Activity 3 and 4 is for those that know and understand the Eat Healthy Be Healthy Triangle 2 True False During this activity participants place food onto sections of the triangle After all the foods have been placed the presenter leads discussion on the appropriate placement of the food and why they are there Activity 5 J ordan and Carla s Moorditj Tucker Video 1 True False This activity is directed towards children between 8 to 14 years with messages about muscle power brain power play power and power in looking good 2 True False This video can be shown to all groups 3 True False This video is suitable for people living in the city and the country 16 Activity 6 Comparing Costs of Food 1 True 2 True 3 True 4 True Activity 7 1 True 2 True 3 True Activity 8 1 True 2 True 3 True False F
17. ogram ntroduction and cebreakers 1 True True True False True False The introduction includes a brief explanation about FOODcents and how the program started FOODcents introduces a new way to balance our diet and food budget FOODcents was first developed in Albany in 1992 Three out of ten deaths are related to poor diet Six out of ten deaths are related to poor diet ndigenous men only live to 56 years of age compared to 77 years for all Australian men Aboriginal people are less likely to develop diabetes An Aboriginal person is 10 times more likely to get diabetes 21 7 False Prior Knowledge of the group is not relevant when choosing an icebreaker Prior knowledge of the group is important when choosing whether to include an icebreaker and what type to use 8 True cebreakers are used to make people feel comfortable with each other 9 True cebreakers are an excellent way for the presenter to get to know the group Activity 1 Old Ways Today and New Ways 1 True This activity enables the group to look at the differences in lifestyle and diet from the past to now 2 True This activity can initiate discussion about the relationship between the way we live and disease 3 False This activity does not teach skills to avoid lifestyle diseases This activity does allow participants an opportunity to discuss how to avoid lifestyle diseases Activity 2 Looking at Your Diet Q uiz 1 True T
18. s Moorditj Tucker includes a scene where basket ball is being played The actor slam dunks the ball Please ensure remind participants that slam dunking is not recommended and can be dangerous i ACTION B Please read the manual page 35 NB Use the Guide to Your Session 7 Watch video J ordan and Carla s Moorditj Tucker 12 minutes Review your reading using True False questions User Guide Appendix 1 page 16 Check your answers using Appendix 2 page 23 Time recommended does not include reading the video s W orkbook Healthy Dollars Activities Learning Outcome At the end of this section participants will be able to conduct the three Healthy Dollars activities Activity 6 Comparing Costs of Food Activity 7 Comparing Value for Money Activity 8 Buying Food the FOODcents Way the 10 Plan Note e When selecting activities use the information on page 37 together with your knowledge of your community group to identify the most suitable activity e Allow extra preparation time to prepare your resources when you first use them as you will need time to make or collect them eg pages 55 56 go to shops to collect current food prices for the Food Cards e f you have not previously used the original FOODcents program it is recommended that you read Appendix 4 of the Education M anual e Cut out dollar coins ready for use Cutting into squares is easier Activity 6 Comparing Costs of Food
19. ties you do will depend on the time you have for each session A checklist is only required if you are not an organised practitioner If time is limited you can prepare some or all of the ingredients before the session eg peel and cut up vegetables All sessions must include an icebreaker 14 Section 3 The Program Healthy Foods Activities ntroduction and cebreakers 1 True True True True True True True True True False False False False False False False False False The introduction includes a brief explanation about FOODcents and how the program started FOODcents introduces a new way to balance our diet and food budget FOODcents was first developed in Albany in 1992 Three out of ten deaths are related to poor diet ndigenous men only live to 56 years of age compared to 77 years for all Australian men Aboriginal people are less likely to develop diabetes Prior knowledge of the group is not relevant when choosing an icebreaker I cebreakers are used to make people feel comfortable with each other cebreakers are an excellent way for the presenter to get to know the group Activity 1 Old Ways Today and New Ways 1 2 3 True True True False False False This activity enables the group to look at the differences in lifestyle and diet from the past to now This activity can initiate discussion about the relationship betwee
20. to implementing the program is essential Bef ore you visit a community check that it is still OK to do so A death in the community or another event may mean you will have to make changes to your planned program Program information needs to be presented exactly as stated in the Education M anual This program is designed as a living document that will evolve as communities work with it It is a flexible program activities can be changed and modified as needed 19 10 11 12 True False False True W orking in groups can assist in people learning from each other The program is designed as a one off session only Depending on community interest the program can be run as a one off session or you can run several sessions You can also conduct activities one on one where appropriate Presenters should set up a new group specifically for the program Existing groups who meet regularly can be accessed Choose activities from the manual but adapt them to suit the group you are working with Section 2 Planning Your Program 1 True False False False True False True Planning is vital to the success of the session and program Before your session it is important to know Who Where Why W hen has been left out When is just as important Choosing activities is entirely up to the presenter Activities are chosen in consultation Choosing activities is entirely up to the group Act
21. ur Session Review your reading using True False questions User Guide Appendix 1 page 15 Check your answers using Appendix 2 pages 21 22 Healthy Foods Activities Learning Outcome At the end of this section participants will have a clear understanding of and be able to implement the five Healthy Foods activities Activity 1 Old Ways Today and New Ways Activity 2 Looking at Your Diet Q uiz Activity 3 The Eat Healthy Be Healthy Diet Triangle familiar Activity 4 The Eat Healthy Be Healthy Diet Triangle not familiar Activity 5 J ordan and Carla s Moordit Tucker Video Note e The Education Manual is a living document therefore innovation and experimentation are encouraged This will ensure the activity is relevant and appropriate for your local community e Always evaluate your sessions to guide your future programs e Select the activity activities that your group community would respond well to e You do not have to do all of the activities Activity 1 Old Ways Today and New Ways The purpose of this activity is to show how the changes in the way people live now compared to the past has affected their health ACTION B Please read the manual pages 17 18 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 15 Check your answers using Appendix 2 page 22 Activity 2 Looking at Your Diet Q uiz This activit
22. y looks at some foods people may eat how often they are eaten and changes they could make to improve their diet ACTION B Please read the manual pages 19 23 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 16 Check your answers using Appendix 2 page 22 Activity 3 The Eat Healthy Be Healthy Diet Triangle familiar Activity 4 The Eat Healthy Be Healthy Diet Triangle not familiar In these activities the group will make an Eat Healthy Be Healthy Triangle It is important to know your group so that you can choose the activity that best suits them ACTION B Please read the manual pages 25 34 NB Use the Guide to Your Session Review your reading using True False questions User Guide Appendix 1 page 16 Check your answers using Appendix 2 page 23 Activity 5 J ordan and Carla s Moorditj Tucker Video This video targets children aged 8 14 years with messages about the benefits of good nutrition The video can also be used with other groups Consult with your community to ensure whether it is appropriate to use the video or not It is recommended that you familiarise yourself with the Workbook which accompanies the video The Workbook has detailed information about session delivery incorporating the video There are two sections in the workbook one for teachers and one for Health Workers Note The video J ordan and Carla
Download Pdf Manuals
Related Search