Interventions for preventing elder abuse: What's the evidence?
SPRING Review 16
1. Thispresentationwasmade possibleby the Americanpeoplethroughthe U.S. Agency for InternationalDevelopment(USAID) underCooperativeAgreement
No. AID-OAA-A-11-00031,theStrengtheningPartnerships,Results,andInnovationsin NutritionGlobally(SPRING) project.
Knowledge Sharing:
A Practical Guide to Conducting
Barrier Analysis
Oluwaseun Okediran
SBCC/Nutrition Officer
SPRING Review Meeting
2nd February 2016
4. What is Barrier Analysis?
Barrier Analysis (BA) is a rapid
assessment tool used in community
health and other community
development projects to identify why
recommended healthy behaviors are
reluctantly adopted or not adopted at all.
• survey that focuses on identifying what
is preventing the priority group from
adopting the behaviour, as well as
enablers of the behaviour.
5. • Used to develop more effective behavior
change communication messages / activities.
• Compare Doers and Non-Doers- those that
are doing the behavior and those that are not
doing the behavior (doer/non-doer analysis)
6. What are behavioral determinants?
• Reasons why someone does or does not do
a behavior
• These behavioral determinants are identified
so that more effective behavior change
communication messages, strategies and
supporting activities (e.g., creating support
groups) can be developed.
• There are eight determinants, as follows;
7. • Cues for Action/Reminders: Can I easily
remember how/when to breastfeed(EBF) my
child?
• Perceived Severity: Do I think the
consequences of not EBF are very severe?
• Perceived Susceptibility: Am I putting my
child at risk?
• Perceived Action Efficacy: Is EBF easy to
do?
• Perception of Divine Will: Does God approve
of EBF?
8. • Perceived Social Norms: Do my friends and
family support me in EBF?
• Perceived Self-efficacy: Do I think know how
to?
• Positive & Negative Consequences: What are
the good/bad attributes associated with EBF?
9. And the benefits are…
• Gives you underlying reasons why some
behaviors don’t or aren’t changing
• It provides a set of locally derived results of a
single, specific behavior
• Results can be shared with other
implementers addressing the same behavior
in similar settings
• Results are valid for 5 years or so under most
circumstances
10. Uses: BA can be used in a variety of different
ways, including:
• At the beginning of new programs, new
interventions are being developed to
determine key messages and activities for
intervention
• In ongoing programs to focus on behaviors
that have not changed much despite
repeated efforts, to understand what is
keeping people from making a particular
change.
11. Examples:
• Are there any laws or policies that make it
more likely that you will use ORS? Policy
• Who would disapprove of you delivering at
the health facility? Perceived social norms
• Do you think its God’s will that children get
diarrhea ? Perceived divine will
12. Designing for behaviour Change framework
Behavior
Priority Group or
Influencing
Groups
Determinants
Bridges to
activitiesActivities
13. Behaviour Priority Group
or Influencing
Groups
Determinants Bridges to
Activities
Activities
To promote this
behaviour…
…among this
audience…(circl
e one)
Priority group:
Influencing
groups:
…we will
research these
determinants…
*These can only
be determined
by conducting
research
studies.
…and promote
these bridges to
activities
(priority benefits
and priority
barriers)…
…by
implementing
these activities.
Outcome
Indicator:
Outcome
indicators:
14.
15. The Seven Steps of BA
1. Decide what the behavior is that you want to change
2. Decide what the definition is of a ‘doer’ and a ‘non-
doer
3. Create a questionnaire based on samples provided
4. Interview 45 doers and 45 non-doers
5. Analyze the data (excel spreadsheet)
6. Identify the statistically significant behavioral
determinants (major behaviors)
7. Develop messages/interventions to overcome
barriers to change
17. For instance…
• The problem: In Kajuru,
children under 2 are
malnourished
• The solution: A program
to promote EBF and
teach mothers how to
cook and feed their
children nutritious 4 star
meals
Behaviour change
• Perceived action
efficacy?
▫ eating good food
prevents malnutrition
• Perceived self efficacy?
My child will not be
malnourished! I can do it!
• Perceived social
acceptability?
• My husband, family and
others support my choice
to feed our children 4 star
meals!
18. What do you do with the results?
• Emphasize them in your activities
• Tweak your programming to ensure that the
determinants are emphasized?
• ▫ E.g.: if action-efficacy, or belief that you
can do the behavior is a determinant, try skill-
building exercises! Such as food
demonstrations
• Use the messages on media and IEC
materials
• Print them on T-shirts for CVs
19. Conclusions
• By identifying barriers to behavior change
through BA, and by targeting populations with
BA activities, even very difficult behaviors can
change!
