FEAST - Community co-design workshop HANDBOOK

Food systems that support transitions to hEalthy And Sustainable dieTs HANDBOOK FEAST 3.3. Community co-design workshop Version: October 2024 Authors: Leonie Barelds-Cramer 1 , Käbi Vanwinkelen 2 , Charlotte Sederel1, Annemarie Kapteijns1 Acknowledgements for development and design: Marieke Battjes-Fries1, Iris Flamand1, Femke Hoefnagels1, Tim Smiths2, Sjef Staps1, Herman van Wietmarschen1, Geertje van Wijk1 1 Louis Bolk Institute 2 Department of Communication Science, KU Leuven 2 out of 41 www.feast2030.eu FEAST is co-funded by the European Union’s Horizon Europe research and innovation programme under grant agreement number 101060536. Views and opinions expressed are those of the author(s) only and do not necessarily reflect those of the European Union. Neither the European Union nor the granting authority can be held responsible for them. UK participant in FEAST (Good Food Oxfordshire) is supported by Innovate UK grant number 10041509 and the Swiss participant in FEAST (FiBL) is supported by the Swiss State Secretariat for Education, Research and Innovation (SERI) under contract number 22.00156. Start Date 01/07/2022, End Date 30/06/2027 Cite as: Barelds-Cramer, L., Vanwinkelen, K., Sederel, C., & Kapteijns, A. (2024). FEAST - Community co-design workshop HANDBOOK. Zenodo. FEAST project - Food systems that support transitions to hEalthy And Sustainable dieTs. DOI: https://doi.org/10.5281/zenodo.15730598 This document is shared under Creative Commons Attribution 4.0 International License (CC BY 4.0). 3 out of 41 www.feast2030.eu Table of contents BACKGROUND .......................................................................................................................................... 4 MODEL AS BASIS FOR CO-CREATION ................................................................................................... 5 OBJECTIVE OF THIS HANDBOOK .............................................................................................................. 7 PARTICIPANTS ...................................................................................................................................... 8 FACILITATOR / FACILITATING TEAM ...................................................................................................... 9 FACILITATION GUIDELINES ..................................................................................................................... 10 STEP 1: PREPARATION OF THE WORKSHOP ....................................................................................... 11 STEP 2: SET UP AT THE DAY OF THE WORKSHOP ............................................................................... 12 STEP 3: CONDUCTING THE WORKSHOP ............................................................................................ 13 Timetable ....................................................................................................................................... 13 Introduction – 20 minutes ............................................................................................................. 14 Graph over time and dream - 20 minutes ..................................................................................... 16 Bottlenecks – 20 minutes .............................................................................................................. 18 Qualities – 20 minutes ................................................................................................................... 20 Solutions – 60 minutes .................................................................................................................. 22 Conclusion & debrief - 10 minutes ................................................................................................ 24 STEP 4: AFTER THE WORKSHOP ......................................................................................................... 25 STEP 5: FACILITATION TIPS ................................................................................................................. 26 References ............................................................................................................................................. 27 ANNEXES ................................................................................................................................................ 28 Annex 1 Information sheet participants ............................................................................................ 28 Annex 2 Survey and Informed consent .............................................................................................. 30 Annex 3 Cabbage Game ..................................................................................................................... 33 Annex 4 Graph over time and dream ................................................................................................ 34 Annex 5 Template model bottlenecks and qualities .......................................................................... 35 Annex 6 Examples of barriers and drivers of healthy, sustainable eating ......................................... 36 Annex 7 Intervention and policy types .............................................................................................. 37 Annex 8 Solutions pathway cards ...................................................................................................... 38 Annex 9 Template pathway ............................................................................................................... 39 Annex 10 Template action plan ......................................................................................................... 40 4 out of 41 www.feast2030.eu BACKGROUND One of the main goals of the FEAST project is to co-create innovative and effective tools, programmes and strategies with key stakeholders in Europe that support consumers in adopting healthy and sustainable diets and lifestyles. To reach this objective, it is important that we actively involve the communities for which we develop these solutions. This is why we created a guideline to conduct workshops in which Living Labs can co-design solutions that help vulnerable groups to make healthier and more sustainable food choices. The FEAST project is co-funded by the European Union’s Horizon Europe research and innovation programme under grant agreement number 101060536. Co-design methods have their roots in participatory design and are a promising approach for engaging citizens and stakeholders in intervention and policy-making processes. It empowers participants to express their understanding and needs concerning an issue and creates opportunities to generate new perspectives, shared insights, and attitudinal or behavioural change. The stakeholders involved in this co-design process can be multiple: it is possible that the participants are the target group of the solution, but they can also be relevant stakeholders that play an essential role in shaping the diets of the target group (e.g. if the vulnerable group are children, this can be parents, teachers, school board, etc.). Co-design workshops have proven to be an effective methodology in identifying the needs of a community and co-creating (policy-based) solutions and interventions (Bason, 2016; Kim & Nam, 2022; Kimbell, 2017). This handbook is primarily written for facilitators to support them in conducting the co-design workshop. With the outcomes of the workshop, the Living Lab can generate new insights and formulate concrete actions that could stimulate the consumption of healthy and sustainable food within the community. Within FEAST, we will collect and analyze the aggregated outcomes of the different workshops, which can serve as inspiration for other Living Labs. 5 out of 41 www.feast2030.eu MODEL AS BASIS FOR CO-CREATION To provide participants a structured and organised approach, a fill-in model is used to get input, stimulate discussion and structure participants’ input during the workshop (see Figure 1). The model uses a cognitive mapping-approach and fosters shared understanding among the participants, making the co-design workshop more structured and therefore, more efficient. For the purpose of this workshop, the creators designed a model that is inspired by the Bolk model for Positive Health and Living Environment (see website). The Bolk model is developed at the Louis Bolk Institute (van Wietmarschen et al., 2022) and is inspired by the Health Field concept developed by Lalonde (1974) and the Ecological Systems Theory of Bronfenbrenner (1979). It introduces bottlenecks and qualities of the physical and social environment in our understanding of health choices, and structures the spheres surrounding an individual or a case, spanning from the microsystem (immediate surroundings) to the macro system (broader, collective context). The workshop incorporates elements of Group Model Building (GMB). However, since the GMB methodology can be quite complex, challenging for participants, and time-consuming—making it less suitable for the more practical approach of living labs— a slightly adapted method has been developed. While still using some key elements (such as graphs over time and cognitive mapping), the focus shifts toward a more human-centered design. The co-design technique applied in this round is based on an exercise from a previous HORIZON project (FIT4FOOD2030), which has proven to be an effective tool for co-creating food policy (Wagner, 2020). We have adapted it and incorporated broader intervention types based on Michie et al.'s (2011) Behaviour Change Wheel, to support the creation of both policybased solutions and interventions. During this workshop, we use the model to map different elements that influence healthy and sustainable food choices for a specific target group — across the three levels; micro (personal, household), meso (community, city) and macro (national policies). In order to enhance creative thoughts and unbiased input, this model (unlike the Positive health model) contains no dimensional classification (e.g. access, skills, preferences, etc.). However, when using this model during the workshop, it is important that the facilitator keeps the different dimensions in mind. This way, the facilitator can ensure that no perspectives are overlooked. This will further be explained in the relevant sections in this handbook. Figure 1: Model to use in workshop exercises 6 out of 41 www.feast2030.eu After an introduction to the topic, participants will explore bottlenecks and existing qualities for the identified challenge in different rounds. In the first round they focus on bottlenecks that make it difficult to choose healthier and more sustainable food products. In the second round they explore existing qualities that support the desired behaviour. Thinking about qualities will facilitate a more positive way of thinking which is essential for the last phase of the workshop, in which the group will co-design actual solutions based on the inputs from these models. 7 out of 41 www.feast2030.eu OBJECTIVE OF THIS HANDBOOK This handbook is created to guide the facilitating team through the process of co-designing solutions that assist the communities in making healthier and more sustainable food choices. It contains an explanation of the different steps that need to be taken, from the preparation of the workshop until the finalisation and implementation. The handbook consists of six sections in total: four of them are directly related to conducting the workshop, while the last two provide supportive background information. 1. Preparation of the workshop 2. Set-up at the day of the workshop 3. Content of the workshop a. The objective of each phase of the workshop b. A detailed description of the different steps the facilitators should take 4. To-do after the workshop 5. Facilitation tips 6. Annexes with supportive background information 8 out of 41 www.feast2030.eu PARTICIPANTS The workshop is ideally conducted with a group of 6-12 participants. There are two possible types of participants who, depending on the specific workshop case, can be invited separately or jointly for the workshop: 1. Vulnerable community group (main focus of the Living Lab). These vulnerable individuals have a higher risk of insufficient healthy and sustainable food intake. 2. Stakeholders that have a certain interest and influence on the dietary behaviour of the vulnerable group. These stakeholders are interested in stimulating more sustainable and healthy food choices. For example, in case the vulnerable group are children, you can conduct the workshops with parents, teachers, policy makers, school board members, etc. As the workshop is developed to co-create solutions with the vulnerable groups, it is essential that the target group or community members who can represent them (e.g. in the case of children: parents or caretakers) partake in the workshop. As stakeholders might also have a role in implementing (one of) the solutions created in the workshop, it might be relevant to invite both the target group and stakeholders. In case you would like to focus solely on input from the target group itself, it is possible to include other stakeholders at a later stage. 9 out of 41 www.feast2030.eu FACILITATOR / FACILITATING TEAM Depending on the total number of participants and the composition of the group, at least one facilitator and one assistant is needed to conduct the workshop. The facilitator doesn't have to be familiar with the topic or community members, but has to be comfortable in guiding the participants during the workshop in conducting the exercises to come to concrete and useful results at the end. The facilitation tips at the end of this guideline can support in finding a suitable facilitator and facilitating team. In addition, we would like the outcomes to be useful for other Living Labs as well. Therefore, we will analyse the aggregated outcomes of the different workshops. To be able to look at the outcomes, it’s important that the insights will be collected carefully. Therefore, we have the following instructions for the facilitating team: ✓ Make notes of what participants mention during each exercise ✓ Take photos of the actual outcomes: • Model with graph over time and dream • Two models with post-its (bottlenecks and qualities) • Pathway of solutions • Zoom in on post-its if you cannot read them properly on the overview photo ✓ Take photos of the room while participants are working on the exercises, if they’ve given permission, and preferably a shot in which individuals are not recognizable 16 out of 41 www.feast2030.eu Graph over time and dream - 20 minutes Objective The participants work together to sketch a graph over time in which they elaborate on the evolution of eating patterns throughout time. More specifically, how did the adoption of healthy, sustainable food choices evolve throughout the past among the vulnerable group? How will the consumption of healthy and sustainable foods evolve throughout the future? If there is a more specific challenge this group would like to zoom into, you can focus in the graph on the development of this specific issue (e.g. fruit and veggie consumption of school kids or general food offered in restaurants in a neighbourhood). On a poster they find a vertical and horizontal time axis and the word “now” in the middle of the horizontal axis. They sketch a graph that represents how the challenge has evolved over time and how it will develop in the near future (e.g. in the next six years - 2030). When the graph over time is finished, the participants can quickly discuss the different factors that (1) have caused the challenge to develop in the past, and (2) will influence the evolution of it in the future. Finally, the participants brainstorm on their ideal situation or dream and discuss it in the group. It is not necessary for each participant to give a clear, individual answer, but ideally they do interact with others and agree on the formulated dream and challenge underneath. Steps 1. For this exercise you can use the poster with the graph over time and dream (annex 4). 2. If the group is large or contains a few dominants participants, the facilitator can decide to split the group and first develop a graph within a sub group and then discuss overlap and differences. Introducing the topic for easy transition and triggering reflections about the topic as preparation for the key part of the workshop. Create a common understanding of how healthy, sustainable eating has evolved during time for this vulnerable group and what the main goal regarding eating habits would be. Sketching graphs over time can assist participants in shifting their thinking in the form of isolated factors, to thinking dynamically about the problem in terms of its evolution over time (Gerritsen et al., 2020; Richardson & Andersen, 2019). The tool records the community’s perceptions of the variables that can influence the problem and how those would impact the issue over time. Moreover, it gives participants the opportunity to share stories related to the impact these factors have on the issue. It is necessary that the variables and the content of the stories shared by the participants during the graphs over time exercise are taken into account during the next exercise to ensure that participants’ effort is used optimally. Implementing this exercise in the workshop can make it easier to brainstorm about the bottlenecks and qualities in phase C and D, and as a consequence, boost the input they will have in these phases. STEP 3 B 20 17 out of 41 www.feast2030.eu 3. If possible, the facilitator can provide input from previous research conducted in the Living Lab so that every participant in the workshop has the same input to start with. This can be, for example, data on current dietary patterns of the target group. 4. Explain what the axes of the graph over time represent. • Horizontal axis represents the time • Vertical axis represents the adoption of healthy, sustainable food choices 5. Ask participants to reflect on the food habits that were common in their parents' generation. Did they eat healthy and sustainable food? How has this evolved? Is there a difference with current food consumption patterns? 6. Once the participants finished this part of the graph over time, the facilitator can quickly discuss with the group what might have caused the eating habits to develop like this. 7. Now, ask them to think about their future and kids’ future. How do you think our eating habits will evolve if we do not interfere? Will our kids eat more healthy and sustainable food or more unhealthy foods? Discuss with them which factors will cause the eating patterns to develop in that way. 8. Ask the participants what the ideal situation regarding these dietary habits would be. How would we want the eating patterns to develop in the future? What would be the ideal eating habits of our children in a couple of years? In other words, what is our ‘dream’ or ‘ambition’ regarding food consumption for the specific community group. 9. The facilitator tries to stimulate the creation of a joint view on a dream and writes it down on the poster, so the group can consult it throughout the workshop. With a clear view on the challenge and the dream it's easier to define the relevant bottlenecks, qualities and think of solutions later in the workshop. 10. The facilitator makes notes of the different variables mentioned by the participants as these can be useful input during phase C and D of the workshops. Back-up STEP 3 If participants find it difficult to come up with their dream or ideal situation, you can provide some examples (see below) and ask them to reflect on that for their own situation. Which example do they recognize, to what extent is it different from their own situation, etc. Examples dreams: • Tasty, healthy and sustainable food is normalized, fun and socially accepted, especially at schools • At least half the food offer in our neighbourhood, in restaurants, supermarkets, public spaces is healthy and sustainable • The percentage children who consume at least one piece of fruit every day is increased to …% 18 out of 41 www.feast2030.eu Bottlenecks – 20 minutes Objective Part 1: Brainstorming bottlenecks - 10 minutes In the first part of this exercise, participants individually write on post-it’s all factors that they can think of which relate to the identified challenge to eating more healthy and sustainable food. They can write down as many as they can think of. In the second part of this exercise, participants stick the post-its on the appropriate level of the model. To stimulate participants to think of factors related to all the different levels of the model, we already briefly explain the model here. Steps The facilitator gives the following explanation and instructions to the participants: 1. Explain to the participants that in order to develop solutions for the identified challenge in your community, the workshop first contains two exercises that help generate possible solutions. 2. Ask the participants to brainstorm on the bottlenecks within their community that prevent reaching the dream that they developed. Which factors do they think contribute to the fact that the diet of the vulnerable group is insufficiently healthy and sustainable? 3. Encourage each participant to identify at least three factors. 4. Ask them to write each barrier they can think of on a separate post-it individually. 5. Explain the model briefly, you can use the poster in annex 5 for this, on which they will position their post-its in the second part: Various factors may impede individuals within a community from effectively carrying out the desired behaviour. Understanding these bottlenecks is crucial for devising effective solutions to the overarching challenge of promoting healthy and sustainable food choices. As these bottlenecks can each contribute systematically to the issue, sub-solutions can be developed for each barrier. To enable participants to identify these barriers at various levels of community structure, it's essential to shift their focus from isolated factors to the interconnectedness within the entire community. Using cognitive mapping can facilitate this shift, as it supports the gradual understanding of the causes of an issue and helps develop the skills needed to tackle an issue from a systems perspective (Gerritsen et al., 2020). In this exercise, participants think about what causes the target group to not eat sufficiently healthy and sustainable food on different levels of the community (micro, meso and macro) by mapping variables on the adapted Bolk model template (annex 5). STEP 3 C 20 19 out of 41 www.feast2030.eu “In the centre of these circles, you can see the main goal: healthy and sustainable diets or a more specified dream among the vulnerable group in the community. Surrounding this ideal situation, there are three different circles which represent distinct levels of our food environment - essentially, the varying contexts in which we encounter food. The innermost circle closest to the main goal, is the micro level, which relates to the personal or household level. Moving outward, we have the meso level, which encompasses settings such as schools, neighbourhoods, or municipalities. The outer circle represents the macro level, comprising broader influences such as national policies, the economic situation, cultural influences, etc.” Part 2: Mapping bottlenecks - 10 minutes Steps 6. Ensure that the participants understand the different levels of the model. 7. Ask the participants to stick the bottlenecks to the level of the model that is the best fit. If there is discussion on where to put a specific item, try to understand the argumentation and determine as group what would be the best level 8. The facilitator tries to map related bottlenecks together if they more or less mention the same bottleneck or topic. 9. Ask if the group is satisfied with the output or whether they would like to add an extra bottleneck that has not been mentioned yet. 10. It is important to keep in mind the different bottlenecks identified in other studies (annex 6). This way, the facilitator can ensure that no perspectives are overlooked. Back-up If the participants are not active enough or do not have sufficient inspiration to complete the task successfully, we can provide them with some input (see annex 6). As FEAST has already taken a deep dive into these barriers, we can provide the participants with examples of barriers of different levels (and dimensions). The participants should put a marker behind the barriers they agree with. This should be done anonymously to avoid bias through socially desirable answers. C 20 STEP 3 Note: You can save about 15 minutes with this exercise when you have recent information about bottlenecks regarding the challenge from the vulnerable group available. Write these down on post-its and stick them on the poster before the workshop starts. You can present the insights to the group during the workshop and ask if they can think of any missing items relevant to include for the workshop and add these on the poster. 20 out of 41 www.feast2030.eu Qualities – 20 minutes Objective Part 1: Brainstorming qualities - 10 minutes Participants individually write on post-its the qualities they can think of which already exist in their community and can support in solving the specific challenge to help the vulnerable group in eating more healthy and sustainable food. They are encouraged to write down as many as they can think of. Steps 1. The facilitator gives the following instructions to the participants: “We will use the same model as we used in the previous exercise, but with a different focus. In this exercise, we ask you to think about existing qualities (factors, materials, places, organisations, persons, equipment, knowledge or anything) within your community that promote healthy and sustainable food choices among the target group. Please write down each quality or facilitator you can think of on a separate post-it.” Part 2: Mapping qualities - 10 minutes The participants stick the post-its on the right level of the model (you can use the poster in annex 5 for this) and brainstorm on some extra qualities if necessary. Steps 1. Ask the participants to stick the facilitating factors to the level of the model that is the best fit. Again, if there is discussion on where to put a specific item, try to understand the argumentation and determine as group what would be the best level 2. The facilitator tries to map related qualities together if they more or less mention the same topic. 3. Ask if the group is satisfied with the output or whether they would like to add an extra quality that has not been mentioned yet. The community or food environment may already possess certain qualities that promote healthy and sustainable food choices among the vulnerable group. We will explore these qualities to ensure that participants are in a positive and constructive mindset when designing solutions for the Living Lab's issue. Moreover, this can help them perceive their influence to be stronger than they initially expected. Once more, we will employ the same variant of the cognitive mapping exercise used in part C. During this phase of the workshop, participants will consider the elements of their food environment that contribute to addressing the identified challenge. STEP 3 D 20 21 out of 41 www.feast2030.eu Back-up Again, if the participants are not active enough or do not have sufficient inspiration to complete the task successfully, the facilitator can provide them with some input as in exercise C, see annex 6. D 20 Note: You can save about 15 minutes with this exercise when you have recent information about qualities regarding the challenge from the vulnerable group available. Write these down on post-its and stick them on the poster before the workshop starts. You can present the insights to the group during the workshop and ask if they can think of any missing items relevant to include for the workshop and add these on the poster. 22 out of 41 www.feast2030.eu Solutions – 60 minutes Objective Participants will brainstorm on solutions that can support the target group in eating healthier and more sustainable food products. By discussing these proposed solutions, the participants create one pathway of solutions to reach their main goal: healthy and sustainable food consumption among the target group. This pathway contains the solution itself, necessary stakeholders and targeted bottlenecks and qualities. Steps 1. Divide participants in two/three groups of 4-6 participants. Make sure that if you have different stakeholders, each group contains a mix of those stakeholders. 2. Ask each group of participants to create possible solutions (as many as they can think of) that facilitate healthier and more sustainable food choices among the vulnerable group, while using different types of instruments. All created solutions need to be written down on separate post-its. 3. If you have the idea that the participants need some inspiration, you can walk them through some of the examples of interventions and policies from the table in annex 7. 4. Give them a timeslot of 15 minutes or until each group has five solutions. Then, tell the participants to stop working in their smaller groups and inform them that for the next step, they need to work together as one large group 5. Give the group the set of cards (see annex 8) and place the pathway sheet on the table (annex 9). Put the post-its with solutions above the template of the pathway. 6. The facilitator asks the whole group of participants to select the solutions that they think are most effective in creating impact and seem most feasible to implement. These solutions can be written down on the instrument cards. In the last part of the workshop, we will look into solutions that can support the target group in consuming more sustainable and healthy food. The Group Model Building tools (graphs over time and cognitive mapping) which we used in the first rounds are very supportive to create the right mindset. However, in order to develop actionable, specific co-design techniques are necessary (Gerritsen et al., 2020). The co-design technique that we use in this round is based on an exercise of a previous HORIZON project (FIT4FOOD2030) that has proven to be an effective tool in the cocreation of food policy (Wagner, 2020). We adapted it and added broader intervention types based on the Behaviour Change Wheel of Michie et al. (2011) to enhance the creation of both policybased solutions and interventions. STEP 3 E 60 23 out of 41 www.feast2030.eu 7. With the selected solutions the facilitator asks the participants to create a pathway that would be most efficient and effective in solving the challenge and reaching the main goal you decided on in the previous phases of the workshop. 8. Next, ask the participants to write down on cards the societal stakeholders that should be engaged in the implementation of the pathway on stakeholder cards (see annex 8). Moreover, these solutions can target one or more of the bottlenecks they identified, but can also reinforce the qualities that already exist. Ask participants to indicate the bottlenecks that these solutions would tackle or the qualities that would help implementation of these solutions. The pathway should consist of four elements: their solutions, the stakeholders that should be involved and the relevant barriers or qualities that the solutions would target. This can be placed on the pathway table sheet and indicates the strategy that can be implemented to enhance the consumption of healthy and sustainable food among the vulnerable group. Back-up If the facilitator notices that the creativeness of the participants needs a boost, they can incorporate a brainstorming technique that improves out-of-the-box thinking. In the random word technique, for example, the facilitator gives the groups a word as a prompt to generate new and creative ideas. Tell the participants that they can use their random word in three different ways: 1. Associating the word itself with the problem. How can we use the word to solve the problem? 2. The random word can bring up other associations that can be related to the problem. (ex. Flower can make us think of gardens, and local city gardens can be a way for the vulnerable group to plant their own vegetables and thus consume more healthy food) 3. The characteristics of the object/word and reapplying them to your own problem. Think of how you can apply the characteristics to the problem. E 60 STEP 3 24 out of 41 www.feast2030.eu Conclusion & debrief - 10 minutes In the final part of the workshop, the facilitator thanks the participants and discusses the next steps. 1. The facilitator tells the participants that they came up with great ideas. Thank them for their active participation and praise their hard work. 2. Inform them that if they are interested, we can provide them the complete overview of the outcomes and written report by mail. 3. Inform them how their input will be used in the Living Lab. How will the results of the workshop be implemented? What will the facilitator/Living Lab do with their created solutions? 4. Tell the participants that they can receive an update in a few months on the steps you took as a Living Lab. Which concrete actions did you take as a result of this workshop? You can propose to update them by mail or meeting. 5. If they are interested in a follow up with the group to further work on implementing one of the developed solutions, you can support them with selecting an appropriate time and place. 6. If they are interested it can be helpful to create an action plan to further concretize and implement the solutions in their Living Lab. If they are interested, they can use the template (annex 10) to develop this action plan. F 10 STEP 3 25 out of 41 www.feast2030.eu STEP 4: AFTER THE WORKSHOP After the workshop, the participants need to stay activated on the work that they developed in this workshop. Make sure that someone collects all materials with the outcomes of the session and shares this in a comprehensive way with the participants who indicated that they wanted to be informed of the results. If the group is open to it, you can schedule a follow up meeting to discuss if and how the workshop has already changed their food choices and to develop action plans on how the solutions will be implemented in the Living Lab. Try to keep the participants posted on the actions you undertake as a result of the workshop. STEP 4 In addition, we would like the outcomes to be useful for other Living Labs as well. Therefore, we will analyse the aggregated outcomes of the different workshops. To be able to look at the outcomes, it’s important that the insights will be collected carefully. Therefore, we have the following instructions for the facilitating team: ✓ Make notes of what participants mention during each exercise ✓ Take photos of the actual outcomes: • Model with graph over time and dream • Two models with post-its (bottlenecks and qualities) • Pathway of solutions • Zoom in on post-its if you cannot read them properly on the overview photo ✓ Take photos of the room while participants are working on the exercises, if they’ve given permission, and preferably a shot in which individuals are not recognizable !! Reminder. As mentioned on page 7, please collect and share the outcomes and insights carefully. You can send them to the FEAST WP3.3 team via: [email protected] 32 out of 41 www.feast2030.eu Questionnaire [Gender] I identify as o Male o Female o Non-binary o I’d rather not say [Age] How old are you? … [Current occupation] What is your current occupation? …. [Subjective SES] Imagine that this ladder depicts the position of people in [insert country]. At the top of the ladder are people with the most money, highest education and best jobs. At the bottom of the ladder are people with the least money, the lowest education or no education, and the worst jobs or no job. On which rung of the ladder would you place yourself? o 1 o 2 o 3 o 4 o 5 o 6 o 7 o 8 o 9 o 10 33 out of 41 www.feast2030.eu Annex 3 Cabbage Game Preparation cabbage game Take the green sheets of paper (various sizes of ovals, going from small to large). Write the questions listed below on individual sheets of paper, one question for each sheet. Make a ball out of the questions, starting with wrapping the smallest sheets of paper around the cabbage centre. Crumple the larger sheets over the smaller ones so the cabbage becomes larger with each leaf. At the end, all sheets of paper must be attached to the centre, so that it resembles a cabbage. Examples of questions (number of questions = number of participants + 1 or 2): • True or false: ”Healthy food is not necessarily sustainable” o True (fruits or veggies that need a lot of transportation or chemicals to grow more efficiently) • True or false: “More than 50% of Europeans eat at least one piece of fruit a day.” o True, 56% 3 • Can you give a reason why it would not be good to eat red meat? o The environment (lots of greenhouse gases, water use); health (higher chance at cardiovascular diseases, diabetes, cancer…); animal cruelty • True or false: ”In Europe, around 25% of the population is overweight.” o False: 56% is overweight 4 • True or false: “Food production is responsible for up to 30% of global greenhouse gas emissions.” 5 o True • Where do you find cooking inspiration or recipes? • What is your favourite meal? • What is your favourite veggie? 3 https://ec.europa.eu/eurostat/statisticsexplained/index.php?title=Nutritional_habits_statistics&oldid=572524 4 https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Overweight_and_obesity__BMI_statistics 5 https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(18)31788-4/fulltext 34 out of 41 www.feast2030.eu Annex 4 Graph over time and dream 35 out of 41 www.feast2030.eu Annex 5 Template model bottlenecks and qualities 36 out of 41 www.feast2030.eu Annex 6 Examples of barriers and drivers of healthy, sustainable eating • Barriers 67 • Parent's cooking skills • Children's preference for unhealthy food • Peer pressure to eat unhealthy food • Marketing of unhealthy food • Price of healthy food • Too little time • Knowledge about the right food & quantity • Social media • Convenience • Familiarity • Confidence in oneself to cook healthy & sustainable food • Motivation • Qualities • Cooking skills • Label on food packaging • Practical tools (apps etc.) • Guidelines on healthy, sustainable food • Ingredients list on packaging • Healthy eating habits of family, friends • Websites with recipes • Government websites with information • Possibility of workshops in the neighborhood • Information sessions in the community 6 https://knowledgehub.fit4food2030.eu/wpcontent/uploads/2020/06/FIT4FOOD2030_Tool_CitizenConsultationWorkshop-1.pdf 7 Gerritsen S, Renker-Darby A, Harre´ S, Rees D, Raroa DA, Eickstaedt M, et al. (2019) Improving low fruit and vegetable intake in children: Findings from a system dynamics, community group model building study. PLoS ONE 14(8): e0221107. https://doi.org/10.1371/journal. pone.0221107 37 out of 41 www.feast2030.eu Annex 7 Intervention and policy types 38 out of 41 www.feast2030.eu Annex 8 Solutions pathway cards 39 out of 41 www.feast2030.eu Annex 9 Template pathway 40 out of 41 www.feast2030.eu Annex 10 Template action plan The action plan contains 6 things: 1. Action steps (what) These are the solution(s) created by the participants that are part of the pathway 2. Persons, partners needed (who) These are the stakeholders mentioned in the pathway 3. Resources needed (how) What resources would we need if we wanted to implement this solution? 4. Date (when) When would we need to implement this solution? 5. Location (where) Where would we need to implement this solution? 6. Improvement (why) Why would we need to implement this solution, what progress would this make? 41 out of 41 www.feast2030.eu Good luck!