Office of Overseas Programming & Training Support (OPATS) Environment Community Engagement— Environmental Education and the Design for Behavior Change Framework Determinants of Behavior

Framework for Behavior Change Behavior Priority or Influencing Group Determinants (Reasons for behavior) Bridge to Activities (What we need to do) Activities To promote this behavior: among this audience: (circle one) Priority Group Influencing Group we will research these reasons: (Circle the most powerful) Access, Self-Efficacy, Perceived Social Norms, Perceived Positive Consequences, Perceived Negative Consequences, Perceived Severity, Perceived Susceptibility, Action Efficacy, Perception of Divine Will and address these (priority benefits and priority barriers): by implementing these activities: What are the reasons people give for their behavior?

Determinants are “categories of reasons” which explain behaviors.

Determinants The other 8 Perceived action efficacy Perceived susceptibility Perceived severity Perceived divine will Access Cues for action/reminders Policy Culture The 4 most important: Perceived self-efficacy/skills Perceived social norms Perceived positive consequences Perceived negative consequences What is most important for behavior change is not whether someone actually is effective at something, but their perception of their efficacy. For that reason, most of the determinants are preceded by the word “perceived.” There are only four determinants which depend on external factors. Can you think of a reason for behavior that does not fit into one of these categories?

Formative Research Helps development workers understand the interests, attributes, and needs of different populations and persons in their community. Occurs before activities are designed and implemented to: define and understand different populations create programs that are specific to the needs of those populations ensure programs are acceptable and feasible to clients before launching improve relationships

Barrier Analysis  Barrier Analysis is an assessment tool used to identify the most important reasons associated with a particular behavior so you can develop more effective behavior change communication messages and activities.  Those doing a behavior (“Doers”) are compared with those who are not (“Non-Doers”). Looking at the differences in the reasons they give to explain their behavior enables us to determine which are the most important reasons to focus on in our behavior change communication strategies.

Goals of Barrier Analysis  Identify the most important of 12 potential categories of reasons which are hindering people from taking positive action.  Identify positive attributes (helpers/enablers) of a behavior which can be used to promote it.

Doers and Non-Doers Comparing the responses of people who do a behavior (the Doers) with those who do not (the Non-doers) can be very useful in identifying the most important barriers.

Cookstove Survey – All Women (sample data) % of respondents who agree with the following statements :

Cookstove Survey – Comparison of Doers and Non-Doers (sample data) Non-Doers Doers

Cookstove Survey – Comparison of Doers and Non-Doers (sample data) Non-Doers Doers

Session 1: Applying Behavior Change to EE Session Identify a problem, target audience, potential solution, and behavior in homestay community Conduct a mini- barrier analysis in the community Report on the results of the barrier analysis at the end of PST Conduct community assessment during the first three months at site Present the results of the community assessment at IST Revise the work plan and present to the APCD/PM Complete the DBC Framework Implement the activity with the community Sessions 2-3: The DBC Framework Evaluate & Celebrate