Example 2: WASH Programs: Hand washing with soap Priority Group Or Influencing Behavior Group Determinants Bridges to Activities Activities Increase access to 1 & 2. Organize soap Targeted 1.Demographic Access soap and water at making classes for mothers mothers of Mothers of children 0 – 59 Having soap makes it the places where interested in earning extra children U5 months of age easy hand washing wash their money; sell/distribute Rural area of Saut d’ Eau in Having access to takes place hands with soap in the community at Haiti water right where/ soap at the low prices; when you need it Cannot easily read Creole Increase the five* critical 1. Train caregivers to make Perceived Negative perception that Speak Haitian Creole only times each day. and install simple hand money spent on Consequences Low income washing facility (tippy tap) soap for hand Spending money on 2. Daily Routine nearer to the kitchen, -after washing prevents soap Farm; raise Animals defecating; toilet, churches and cholera and Action efficacy expenditures on market. -after cleaning a Gather at market avoids getting health care child who has Go to church on Sunday cholera 2 & 3. Organize discussion defecated; Practice open defecation Cue for action Reinforce the groups in neighborhoods -before 3. Common Desires perception that Very difficult to of target group, to discuss preparing food; washing hands Avoid catching cholera remember the cost/benefit of hand -before eating; with soap and Education for kids washing (i.e. hand washing -before feeding water is the most 4. Current Practices related to costs less than medical a child. (cost) effective the Behavior care and loss of time due way to avoid Only wash hands after they to illness) cholera defecate; Increase the Vaguely aware of the link 4. develop /distribute/display ability to between hand washing and Cue Cards (action cholera remember to reminders) and put them wash hands with near toilet, kitchen and 5. Common Barriers to the dining area of each target soap and water Behavior
Example 2: WASH Programs: Hand washing with soap Behavior Priority Group Or Influencing Group Determinants Bridges to Activities Activities Targeted mothers of children U5 wash their hands with soap at the five* critical times each day. -after defecating; -after cleaning a child who has defecated; -before preparing food; -before eating; -before feeding a child. 1.Demographic Mothers of children 0 – 59 months of age Rural area of Saut d’ Eau in Haiti Cannot easily read Creole Speak Haitian Creole only Low income 2. Daily Routine Farm; raise Animals Gather at market Go to church on Sunday Practice open defecation 3. Common Desires Avoid catching cholera Education for kids 4. Current Practices related to the Behavior Only wash hands after they defecate; Vaguely aware of the link between hand washing and cholera 5. Common Barriers to the Behavior Access Having soap makes it easy Having access to water right where/ when you need it Perceived Negative Consequences Spending money on soap Action efficacy avoids getting cholera Cue for action Very difficult to remember Increase access to soap and water at the places where hand washing takes place Increase the perception that money spent on soap for hand washing prevents cholera and expenditures on health care Reinforce the perception that washing hands with soap and water is the most (cost) effective way to avoid cholera Increase the ability to remember to wash hands with soap and water 1 & 2. Organize soap making classes for mothers interested in earning extra money; sell/distribute soap in the community at low prices; 1. Train caregivers to make and install simple hand washing facility (tippy tap) nearer to the kitchen, toilet, churches and market. 2 & 3. Organize discussion groups in neighborhoods of target group, to discuss the cost/benefit of hand washing (i.e. hand washing costs less than medical care and loss of time due to illness) 4. develop /distribute/display Cue Cards (action reminders) and put them near toilet, kitchen and dining area of each target
final_second_edition_practical_guide_to_conducting_barrier_analysis.docx