Promoting behavior change before, during and after emergencies: can it be done?

1. Behavior Change During
Transition Periods
Promoting Behavior Change
Before, During and After Emergencies:
Can it be Done?

2. Introductions
Your Name & Title
Your Organization
Prior experience with the DBC Framework
Prior experience working in an emergency
(country & emergency)
The meaning of your proverb as it relates
to behavior change

3. Summary of Participants
Country Emergency Number of
participants
Haiti & Pakistan Earthquake 6
Dem. Rep. Congo Conflict 5
South Sudan Conflict 6
Sierra Leona, Lib., Guin Ebola 5
Sahel & Ethiopia Drought 4
Indonesia/Hondur./Phil Tsunami/ Hurricane 5
Uganda Conflict 3
Middle East Conflict 1

4. KEY QUESTION
Can the DBC framework be a useful tool in
designing behavior change activities even
during an emergency?
If so, how?

5. Normal
Times/Development
EMERGENCY
PERIOD
Normal
Times/Development
Behavior Change Continuum

6. Designing for Behavior Change Framework
BEHAVIOR PRIORITY
GROUP
DESCRIPTION
DETERMINANTS BRIDGES TO
ACTIVITIES
BEHAVIOR
CHANGE
ACTIVITIES
To promote this
behavior:
Among this
audience:
We will focus on
these
determinants:
And promote
these Bridges
to Activities:
By
implementing
these activities:
Outcome
Indicator:
Process
Indicators:

7. DBC Framework – First Two Columns
BEHAVIOR
STATEMENT
PRIORITY GROUP
DESCRIPTION
A behavior is:
a. An action
b. Specific in time, place etc.
c. Observable
d. Feasible
e. Measurable
It directly impacts the problem
It has three parts:
1. Priority Group
2. Action Verb
3. The Specifics
a. Demographics
b. Daily routine
c. Big Desires
d. Known barriers to the behavior
e. Current knowledge, attitudes
practice (i.e. the behavior)
f. Gender influencers
g. Stage of Change

8. Behavior: WRA who want to delay pregnancy, use
a modern contraceptive method
Priority Group Description
Development Period
Demographics: age range, ethnic group, religions,
literacy levels, occupation, languages
Daily Routine: How does the Priority Group spend their
day? Should be detailed; change with the seasons
Big Desires: What is a BIG motivator in the lives of the
Priority Group (not a want; a desire)
Known Barriers: What do you already know that makes
it hard for the Priority Group to practice the behavior?
Current Knowledge, Attitudes, Practices: Related to
the behavior, what does the PG know already, how do
they feel about the behavior, what is their current
practice?
Gender Influencers: Are there any traditional gender
roles that influence the practice of the behavior?
Stage of Change: In what Stage of Change is the
majority of PG ? Pre-awareness, awareness, preparation,
action etc.
Priority Group Description
Transition/Emergency Period
Demographics: usually same as
development period
Daily Routine: Has the daily routine
changed as a result of the emergency?
Big Desires: Has the emergency had an
impact on Big Desires?
Known Barriers: Have the barriers changed
as a result of the emergency?
Current Knowledge, Attitudes, Practices:
What impact has the emergency has on
attitudes/the practice of the behavior?
Gender Influencers: Has the emergency
influenced any traditional gender roles?
Stage of Change: Has the emergency
influenced the stage of change?

9. Discussion Questions
1. What is/are a significant change(s) between
the development period and the transition period
that would make this behavior either easier or
more difficult to change?
2. What impact might there be on the behavior
change activities?

10. Practice - Instructions
a. Using the handouts on your table which refer to a country,
emergency and behavior, and working with your table mates…..
b. Describe the priority group both before the emergency and after
the emergency in as much detail as you jointly are able, being
guided by the 7 categories provided. Add any additional
information you think would be helpful.
c. Once you’ve completed the description, identify the ways the
change in context would likely change the choice of behavior
change activity.

11. Analyzing Rapid Assessment Tools
through a Behavior Change Lens
a. Each table has a rapid assessment tool used by an NGO – each
participant sitting at the same table should have the same tool;
b. Working with your table mates, review the tool and look for
places where questions having to do with behavior change are
already included;
c. Then identify places on the assessment tool where questions
could be added to help inform the behavior change strategy during
the transition/emergency period.