Lesson 2 Handout 3: Examples of Completed Designing for Behavior Change Frameworks Example 1: Agriculture and Natural Resources (ANR) Programs: Poultry Management Behavior Priority Group or Influencing Groups Determinants Bridges to Activities Activities Targeted adult men and women who raise chickens keep them enclosed (penned up) at all times. Priority group: Adult men and women from families who raise chickens. These families all have children under 2 years of age or a pregnant or lactating woman at program start-up. They live in rural villages and own small numbers of chickens, which currently wander freely and sleep in trees. Both men and women have attended some school. They all want food security, well-being and education for their children. They think chickens will not have enough to eat if they are penned up, or they do not know affordable Perceived negative consequences: Belief that chickens will stop laying Belief that it will be more effort and more expensive to give chickens food and water Perceived positive consequences: They will not lose chickens to wild animals Less loss due to illness Chickens will not damage crops and gardens It is easy to capture chickens for vaccinating Farmers can use manure for Reduce the perception that chickens will stop laying eggs if they are penned up. Reduce the perception that it takes more effort/expense to care for penned up chickens. Increase the perception that it will be economically beneficial to keep chickens penned up. Increase access to fencing materials and skills for adapting local materials. 1. Create one demonstration site per village where families can observe the survival of penned chickens and the ability of chickens to adapt to the enclosed environment with cost-benefits displayed. 2. Meanwhile, start promoting the provision of improved feed, clean water and vaccine to all poultry. 1 and 2. Train agriculture volunteer promoters in poultry care (feed, water, vaccine) and construction of pens and cages using locally available materials. Monitor and reinforce their ability to transmit skills to others. 2. Reinforce the benefits of enclosing poultry by distributing a calendar with one benefit shown per month. 3. Provide technical assistance and a small loan to one entrepreneur per village to cost
ways to make chicken coops. Most of the Priority Group is in the (or “contemplation”) stage of behavior change. fertilizer Access: Lack of materials to build a fence or cage Cost of chicken feed produce and sell quality, affordable chicken feed, and water and feed containers made of local or recycled materials. 3. As demand increases, program agronomists will work with local vendors to sell wire mesh. Indicator: Percentage of households that raise chickens and keep them enclosed at all times Indicators: Number of successful demonstration sites implemented Number of visitors to demonstration sites Number of families adopting one or more improved poultry care practices aside from enclosing poultry Number of entrepreneurs selling chicken feed
Example 2: ANR Programs: Reforestation Behavior Priority Group Or Influencing Group Determinants Bridges To Activities Activities Targeted farmers farming on sloped land plant trees on the hillsides of their land. Priority Group: Adult farmers, men and women, who farm on hilly land Minimal literacy Make their living from subsistence farming and seasonal migration to labor on plantations of export crops Own less than 4 hectares of land, but some of it is hilly and some of the land is eroded Want their children to have a better life and work off the farm Want to end the seasonal migration Want stable supply of staple foods Believe that it will take too long to see the fruits of their labor if they spend the time to plant trees Know that their farms are providing fewer Perceived positive consequence: Believe that planting trees leads to future firewood and building material, controls erosion and landslides, prevents climate change, and can increase fruit production Perceived negative consequences: Believe they will lose investment of time and effort because saplings die Believe tree planting diverts time from planting food crops Believe the trees will hinder crop production by making shade and taking water 1. Reinforce the perception that the eventual benefits of planting trees are worth the effort today. 2. Increase the perception that if they know how to properly plant and care for trees that they will not die. 3. Decrease the individual time needed to plant trees 4. Reduce the threat to crop production by identifying other places to plant trees. 1. Work with municipal officials to begin promoting fruit trees rather than Neem trees; provide awards to families who plant/maintain a certain number of trees until they are (also could be done at the community level); and assure there is a long-range plan for financing and maintaining the municipal tree nurseries that provide free or low-cost seedlings, including those for fruit trees. 2. Conduct short demonstrations on tree planting in each sector, including appropriate technology containers for drip irrigation. Repeat the demonstrations in the schools when they plant trees. 3. Mobilize families to spend one day a year planting on
Example 3: Maternal and Child Health and Nutrition (MCHN) Programs: Exclusive Breastfeeding (EBF) Behavior Priority Group or Influencing Groups Determinants Bridges To Activities Activities Mothers only give breast milk to their children from birth to 6 months of age. Priority Group: Burundian mothers with children 0–6 months of age Live in rural setting Majority are illiterate Go to church on Sunday morning Are busy with daily household chores Want to be perceived as good mothers and wives After 3 months, they think they do not have enough milk to breastfeed Exclusively breastfeed until 4 months, but give other foods at that time Majority are in partial action stage Influencing Groups: Mothers-in-law Perceived negative consequences: Mothers don’t know the relationship between EBF and malnutrition Perceived divine will: Mothers question whether their religious leaders/ traditions support this behavior Perceived social norms: Mothers believe that their mothers, mothers-in-law do not approve 1. Increase the perception that a child who is not exclusively breastfed can become malnourished. 2. Increase the perception that religious leaders approve of EBF and that their religious tradition is supportive of EBF. 3. Increase the perception that their mothers approve of EBF. 4. Decrease the perception that a child will be hungry or lacking in nutrition if they are exclusively breastfed. 1. Record/write stories about mothers with children with good health/weight who do EBF and believe in EBF. Play the recording/read the testimonials on EBF at meetings in the community/ health facilities (following postnatal care and growth monitoring and promotion sessions). 2. In household meetings, use growth charts to show the difference between several children growing well who are exclusively breastfeeding and contrast them to other children who are losing weight who are not EBF. 3. Give pastors/priests/imams sermon guides on EBF and train them in their use. 4. Have Care Group Volunteers (CGVs) include mothers-in-law when teaching mothers of young children about EBF. 5. Explain to mothers (via CGVs and household visits) that children cry for many reasons, and crying does not always mean the child is hungry. Use growth charts to show mothers that many children who cry a lot (identify cases ahead of time) are still growing well and therefore are not lacking adequate nutrition. Teach mothers a law,
of EBF) Perceived action efficacy: Mothers believe that the child will be hungry if not fed other foods at 4 months of age step-by-step process for comforting a crying baby (). Outcome Indicator: Percentage of targeted mothers who only give breast milk to their infants from birth to 6 months of age Process Indicators: Number of women who heard testimonials Number of pastors trained Number of CGV and household visits that included the mother/grandmother Number of mothers trained to comfort a crying child
Set 1 Flip Chart 2. I know that getting exercise is very important. I have read multiple studies that prove it. I have also heard many advertisements promoting good health through exercise. Flip Chart 3. I believe that getting exercise is very important. I think that everyone should exercise regularly, at least four times a week. Flip Chart 4. Last week I exercised at least four times for at least 30 minutes at a time. Set 2 Flip Chart 5. I have only heard that exercising can reduce your chance of heart disease. Flip Chart 6. I believe exercise is somewhat important. Most people should exercise one to two times per week. Flip Chart 7. I exercised twice last week. Set 3 Flip Chart 8. I know that many people are in shape because they exercise, but I’m not sure how they do it. Flip Chart 9. I think that we get enough exercise with the routine activities of the day. Flip Chart 10. I did not do any exercise last week.
Question 1 = A Question 1 = -------- Question 1 = B or C Question 2 = A Question 2= B Question 2 = C Question 4 = Any 3 responses between B and F Question 4 = Two or fewer responses between B and F Question 4 = A Question 5 = A Question 5 = B Question 5 = C Question 6 = A Question 6 = B Question 6 = -------- Classification Exercise Instructions Referring to the Doer/Non-Doer classification table above, correctly classify the respondents below as Doers, Non-Doers, or people not to be interviewed. Respondent # Responses Decision Respondent 1 Question 1 = A Question 2 = A Question 4 = B, D, E Question 5 = A Question 6 = B Doer Non-Doer Do not interview Respondent 2 Question 1 = A Question 2 = B Question 4 = B, D Question 5 = A Question 6 = B Doer Non-Doer Do not interview Respondent 3 Question 1 = B Question 2 = A Question 4 = B, C, D Question 5 = A Question 6 = A Non-Doer Do not interview Respondent 4 Question 1 = A Question 2 = B Question 4 = B, E Question 5 = A Question 6 = A Doer Non-Doer Do not interview Respondent 5 Question 1 = A Question 2 = A Question 4 = B, D Question 5 = A Question 6 = B Doer Non-Doer Do not interview Respondent 6 Question 1 = A Question 2 = B Doer Non-Doer
Show participants the results of the Expectation Assessment and the Post-Tests. Ask participants to share their plans for conducting formative research. Ask participants: In thinking about your own project and the limits of staff, time, and resources, when do you see yourself and colleagues conducting a study? Encourage participants to be specific, not just say during, e.g., proposal development, baseline, detailed implementation plan development, mid-term evaluation, final evaluation. 6. Ask participants to list three action items that are relevant to this training that they plan to do within the next 2 months. 7. Ask participants: Who would be willing to be a mentor to someone else in the group? Who would like to have a mentor? As participants raise their hands, ask them to pair up and make a note of each other’s names and contact information. 8. Hand out certificates (optional) and congratulate the participants. Distribute contact lists and any final materials. Lesson 14 Flip Chart 1: Expectations Assessment Fully Met Partially Met Not Met at All
Somewhat Not at all 5. What I liked most about the training was: 6. Additional comments: Lesson 14 Flip Chart 2: Tracking Correct Responses in the Pre- and Post-Tests Number of Correct Responses Pre-Test Results Post-Test Results 10 9 8 7 6 5 4 3 2