Learning by Design
Visual GBV Pocket Guide Process Framework
STEP 3: Visualize and Develop

OPTIONAL: Based on findings and insights from consultations and research undertaken in Step 2, develop fictional user profiles representing people in the community who you think would be likely to be end users of the new visual version of the GBV Pocket Guide. This could help ensure that the development and design approach is human-centered and rooted in human perspectives based on age, origin, literacy levels, and attitudes/practices. Next 1) REQUIRED: Develop and validate initial sketches of representative characters and settings for scenes in close collaboration with partners and the Community Advisory Board.

Once representative characters, settings and scenes have been developed and validated, develop a first draft version of visual low- to no-literacy GBV Pocket Guide for your context.

2) Distill and contextualize the written GBV Pocket Guide content for the local context. While ensuring that all key messages are retained (link to adaptation SOPs and key messages once ready), work with partners and the Community Advisory Board to simplify and adapt the written text of the GBV Pocket Guide into snippets that can be represented in visual formats. The Honduras, Mali and South Sudan visual GBV Pocket Guides used  snippets; it is advised that your team review these first as a starting point to determine:

  • Which are relevant for your context and may be able to be retained as-is (with a more contextually-relevant illustration)?

  • Which need to be adjusted, and which adjustments need to be made to make them relevant to your context?

    • Example 1: both the South Sudan and Mali versions of the visual GBV Pocket Guide include representations of child/forced marriage as a form of GBV, but the visual representation is different – child marriage in South Sudan; levirate marriage in Mali.

    • Example 2: the illustrations of persons receiving disclosures in the South Sudan and Mali versions of the visual GBV Pocket Guide are “typical” humanitarian actors for those contexts. However, in Honduras, the persons receiving disclosures are more representative of members of local women’s networks.

  • Which are not relevant and should be eliminated?

    • Example 1: perhaps a depiction of armed groups as typical perpetrators of GBV is not appropriate for your context

    • Example 2: perhaps providing a blanket to a survivor in need will not resonate with users in your context

  • Where are there context-specific additions that need to be included?

    • Example 1: is there a particular challenge with disclosure in your context that needs to be incorporated?

    • Example 2: is there a common form of GBV in your context that needs to be visually represented?

    • Are there any additional humanitarian and/or community-based services (other than GBV specialized services) to whom survivors commonly disclose in your context that are not captured in the original guide?
 Next Back As you reach advanced stages in the development of the draft visuals, edit existing Visual GBV Pocket Guide training manuals for South Sudan, Mali, or Honduras to adapt the content to your context. Currently, two training manuals exist for adaptation:

  1. The Training of Trainers (ToT) Manual: The ToT manual was designed to equip master trainers with the knowledge, skills and tools to train others on how to use the Visual GBV Pocket Guides, via a cascade training methodology. The ToT manuals include a competency framework that can be used by the trainers of Master Trainers to assess knowledge, skills, attitudes, and beliefs and determine whether or not Master Trainee candidates have the necessary skills, etc. to become certified and thus lead their own trainings.

  2. Facilitator’s Guide: The facilitator’s guides were designed to be used by Master Trainers to support them to cascade 2-day trainings on the Visual GBV Pocket Guide to end users of the Visual Pocket Guides at the community level.

Both the ToT Manual and the Facilitator’s Guide are written and require a high level of literacy to be able to use. This is recognized as a key limitation of the training materials.
To access and download all training materials, please visit the project website. If you intend to develop an app version of the visual GBV Pocket Guide as well, work with the GBV Pocket Guide mobile app developer (connection upon request) to add your new adaptation to the low- to no-literacy GBV Pocket Guide mobile application and/or other media-based format(s). Next Back

Checkpoint:Did you develop a first draft version of visual low- to no-literacy GBV Pocket Guide for your context?

Checkpoint: Did you distill and contextualize the written GBV Pocket Guide content for the local context?

Checkpoint: Did you edit existing Visual GBV Pocket Guide training manuals for South Sudan, Mali, or Honduras to adapt the content to your context?

 Back go to step 4 You have successfully completed all three checkpoints. STEP 1: Vision and Organize
You have succesfully checked of all three checkpoints
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