The good news is
that the main causes of morbidity among children in the rural agricultural community of El Tallan, Peru -- respiratory illnesses, diarrhea
and malnutrition -- are preventable.
The dual issues of diarrhea illness and malnutrition are
inextricably linked together through a pattern of contracting a bacterium,
parasite or other insidious microbe and losing essential nutrients during the
body’s process of expelling the invading critter. When diarrhea occurs frequently, a child’s
growth and development can be permanently effected, and it can become more
difficult for the child to recover after each episode.
A telltale sign
that a person has experienced malnutrition (through diarrhea illness or by
other causes) is by examining the person's height.
A healthy child should grow at least 12 centimeters in their first year
of life and an additional 24 centimeters in their second. This period of growth, during the first two
years of life, is essential for proper physical and mental development. If a child does not reach 80 centimeters by
their 3rd birthday, the child is considered to be stunted and there is a good chance that the child will suffer from
permanent cognitive issues and chronic health problems.
One potential sign of
the impact that malnutrition has had in my community reflected in the dramatic differences in height. At 5’3” (160cm) tall, I am considered to be a
relatively short person in the United States.
However, in Peru I was one of the tallest people in my community,
towering nearly a foot over other women my age.
Another less
dramatic (but heart-wrenching) sign of the likely impact of malnutrition on
brain development in my community was the difficulty many children and adults
had while reading during my
library book project.
(Photo of Alonso and Jose loving to read. Jose is 9 years old in this
photo, and he could not read more than a handful of words when I launched the
library book project.
Together we read the Where the
Wild Things Are until he had memorized it).
By talking with
health center staff, community leaders, health promoters and mothers of young
children, I understood that many
mothers knew what they
should do to prevent illnesses but
failed to take preventative action in the home. This indicated to me that many mothers were
most likely in the
Contemplation or
Preparation phases of change and ripe for a public health intervention.
The families with
small children at risk for preventable illness and malnutrition needed a
structured program that would be comprised of the following components:
1.
allow
health center staff to verify the participants’ knowledge of target attitudes
and behaviors;
2.
document
the application of knowledge and adoption of new behaviors in the home; and
3.
provide incentives for change.
Clearly there was a
need for an aggressive and complex
intervention that would require training the health center staff and
volunteer health promoters to utilize new tools for planning, organization and
execution of the project, including tracking and measurement of specific
goal-based outcomes. This required
ongoing planning, communication and training throughout the project to raise
the comfort level with the new tools and subsequent adoption, with goal of
sustainable use of the tools on a long-term basis.
I worked with
health center staff, volunteer health promoters and the multi-sectoral health
community to design and implement a Healthy
Homes project that include the following elements:
1.
once-monthly
educational sessions for participants;
2.
house
visits after each educational session; and
3.
construction of an improved cook stove for each family that had satisfied the
requirements of the program.
The educational sessions addressed the target
behaviors (listed below) and revolved around the main health issues impacting
children under three years of age, a critical period for brain and physical
development. The educational sessions
covered the treatment and prevention of diarrheal illness and respiratory
infections, nutrition (including exclusive breastfeeding and complimentary
feeding practices), tracking growth milestones, and stimulating early childhood
development.
I used a session planning tool to guide the
presenters through the process of developing a presentation for each
educational session. It was critical for
my local counterparts to be equally involved in developing the presentations so
that they would feel comfortable replicating the presentations in the future
when I would no longer be present in the community.
Each educational
session had learning objectives and key
facts for the participants to memorize, such as the warning signs of
pneumonia or ways to prevent infections.
I created handouts for each
session that listed the key facts using words and pictures so that mothers who
cannot read would be able to use the handout as a memory trigger, and health
promoters could refer to the handout during the house visit to stimulate recall.
For the house
visits, I adopted the learning objectives from our session plans to
create monitoring forms to be used
during house visits after each educational session for the purpose of documenting the knowledge gained during the session and observing whether requested changes
were made in the home. One form was intended to be completed for each house visit that covered the topic presented at the previous
educational session.
Eight volunteer health promoters agreed to
co-present the educational sessions and conduct house visits, which gave them
ample opportunities to gain presentation skills and confidence using the monitoring
tools, contributing to the sustainability of the program.
Thirty participants were selected by the health center staff based
on the following criteria:
·
Families
have children under three years of age
·
Children
are at risk of malnutrition and have documented cases of preventable illnesses
during the previous year
·
Families
reside in the main neighborhood of Sinchao Grande
Participants were
invited to attend an introductory meeting during which the benefits and
requirements of the program were explained.
If a mother expressed interest in participating, she was asked to sign a
contract stating that she would attend the four educational sessions and allow
a health promoter to conduct a house visit after each session. At the end of the project, if all of the
requirements were satisfied by any of the participating families, an improved
cook stove would be constructed in the family’s home.
DESIRED
BEHAVIOR CHANGES
We identified 25
behaviors (knowledge, attitudes and practices) to target for change and associated
them with the following indicators:
Knowledge,
Attitude or Practice
|
Indicator
|
1.
Mother knows how to treat a child with diarrhea illness
|
Mother can describe how to prepare oral rehydration
solution,
Mother brings child to health center for treatment
|
2.
Mother knows how to prevent diarrhea
|
Mother can name at least two ways to prevent
diarrhea
|
3.
Mother makes improvements in the home directly related to the
prevention of diarrhea illness
|
Mother mentions adopting at least two new practices
to maintain a healthy home
|
4.
Mother can identify a parasite infection in her child
|
Mother can name at least two signs of a parasite
infection
|
5.
Mother brings her child to health center for parasite testing (and treatment,
if necessary)
|
Child tests negative for parasite infections in past
3 months
|
6.
Mother recognizes the signs of diarrhea illness
|
Mother reports that the child has not had diarrhea
in the past three months
|
7.
Mother knows the key moments to wash hands
|
Mother can name at least 3 key moments to wash hands
|
8.
Mother knows how to correctly wash hands
|
Mother can demonstrate correctly how to wash hands
|
9.
Mother washes hands regularly
|
Mother reports hand washing the previous day
|
10.
Mother prepares treated water for drinking
|
Mother reports preparing and drinking treated water
|
11.
Treated water is available in the home
|
Clean and covered receptacles for treated water
exist in the home
|
12.
A dedicated area for hand washing is maintained in the home
|
A dedicated area for hand washing exists in the home
with a receptacle to hold water and soap
|
13.
Child is fed breast milk exclusively until at least 6 months of age
|
Mother reports exclusively breastfeeding until at
least 6 months of age
|
14.
Mother is aware of which locally produced foods are high in protein
|
Mother can name foods high in protein
|
15.
Mother provides child with protein-rich foods
|
Child received foods containing protein on the
previous day
|
16.
Mother provides food to child with adequate frequency
|
Mother reports that child was served food at least
three times the previous day
|
17.
Mother understands that exposure to smoke can cause respiratory
infections
|
Mother names exposure to smoke as a cause of respiratory
infections
|
18.
Mother can identify pneumonia illness
|
Mother can name at least two symptoms of pneumonia
|
19.
Mother utilizes resources to prevent respiratory infection
|
Mother uses an improved cook stove every day (which
funnels smoke outside the home through a chimney)
|
20.
Mother is aware of activities and exercises that she can use to
stimulate early childhood development
|
Mother attended an educational session covering
early childhood development and demonstrated knowledge
|
21.
Child participates in activities to promote early childhood
development
|
Mother conducts activities to stimulate intellectual
and physical development of child
|
22.
Mother notes the mental and physical development of her child
|
Mother can name three changes in the development of
her child
|
23.
Mother possesses knowledge of practices related to the prevention and
treatment of diarrheal illness
|
Mother attended an educational session that covers
prevention and treatment of diarrhea illnesses and demonstrated knowledge
|
24.
Mother possesses knowledge of practices related to the improvement of
child nutrition, including exclusive breastfeeding and complimentary feeding
|
Mother attended an educational session that covers
nutrition, including exclusive breastfeeding and complimentary feeding and
demonstrated knowledge
|
25.
Mother possesses knowledge of practices related to the identification
of respiratory illnesses
|
Mother attended an educational session that covers
identification and prevention of respiratory infections and demonstrated
knowledge
|
When considering
developing a program to encourage participants to adopt specific behaviors, it
is important to consider the influencers
of behavior and determinants or barriers to change. It should be noted that the culture of this
northern, coastal Peruvian community dictated that the mother of the family is
fully responsible for the care and raising of small children and often the most active caretaker in the home. Thus, the target for the
intervention were the mothers of each participating family.
Determinants or barriers to change have an impact on whether a person will adopt
a new behavior. For each of the desired
behaviors, there can be a variety of barriers limiting the willingness to adopt
a new practice which should be noted and addressed throughout a public health
program. The strongest barriers to
change noted among the community of mothers with children under three years of age were the following:
For behaviors
related to treatment and prevention of
diarrheal illness, the most common barriers to change were
·
Perceived Social Norms – belief that the new behavior, such as hand
washing, is not a common practice in among peers in the community
·
Perceived Action Efficacy – belief that the new behavior, such as boiling drinking water or washing hands, will not solve the problem
·
Perceived Severity – belief that the risk for infection by
microbes that cause diarrhea does not warrant changes in behavior
·
Cues for Action – reminders are not present in the home that
trigger behavior, such as washing hands before preparing meals
For behaviors
related to identification and treatment of
respiratory infections, the most common barriers to change were
·
Perceived Self-efficacy/Skills – belief that the person will not be capable
of accurately identifying the signs and symptoms of respiratory infection or
pneumonia
·
Perceived Negative Consequences – belief that taking action to prevent respiratory
infections will result in a loss of income if the mother stops cooking
moonshine over an open fire inside the home
For behaviors
related to nutrition, the most
common barriers to change were
·
Access – some families lack access to sources of protein
·
Perceived Negative Consequences – belief that the financial benefit to the
family is greater if the sources of protein cultivated by the family are sold
for profit instead of consumed
·
Perceived Action Efficacy – belief that the quantity of food is more
important than the quality, that eating a balanced diet is not important if the
child is at an adequate weight
For behaviors
related to tracking growth milestones
and stimulating early childhood development, the most common barriers to
change were
·
Perceived Social Norms – perception that peers within the community
do not engage their children in activities that stimulate development and mother
feels socially awkward engaging child in these activities
·
Perceived Action Efficacy – belief that actions taken now to stimulate
development will not have any impact on the future achievements of the child
·
Cues for Action - reminders are not present in the home that
trigger the parent to conduct activities with child or notice changes in
development of child
·
Perceived Self-efficacy/Skills – belief that mother is not capable of conducting
activities adequately
The example below
shows an analysis one of the barriers to change experienced by the mothers of
small children with regard to washing
hands regularly (#9 from the list of target behaviors) and the potential
strategies to help program participants overcome the barriers:
Determinant/Barrier
|
Description
|
Results of Analysis
|
Strategies/Activities
|
Perceived Self-efficacy/Skills
|
An individual's belief that he or she can do a
particular behavior given their current knowledge and skills; the set of
knowledge, skills or abilities necessary to perform a particular behavior.
|
Mothers will proudly recount the steps to wash hands
and know the key moments to do so.
They will demonstrate if requested.
Most mothers have attended multiple educational sessions on hand
washing presented by the health post, or the topic was covered during house
visits. Not lacking information.
|
Review the correct steps and key moments
|
Perceived Social Norms
|
Perception that people important to an individual
think that s/he should do the behavior; norms have two parts: who matters
most to the person on a particular issue, and what s/he perceives those
people think s/he should do.
|
Mothers understand that they are expected to wash
their hands, but know that others are not doing it regularly. It is not a regular social custom and there
is no social stigma against failure to wash hands in the key moments.
|
Provide group-based trainings where mothers wash
hands together and speak publicly about it. Highlight one mother who can
serve as a role model to others. Host competitions to practice new behaviors.
Use a chart or graphic to highlight progress that can be observed by all.
|
Perceived Positive or Negative Consequences
|
What a person thinks will happen, either positive or
negative, as a result of performing a behavior. This includes advantages
(benefits)/disadvantages of the behavior, and attitudes about the behavior.
|
Positive: clean hands
Negative: waste water, waste soap that could be used
to wash dishes or clothes, wet floor, need to use a pitcher or other device
for running water (as water from tap is available for few hours each day),
awkward to pour water on your own hands to rinse
|
Remind mothers that washing hands can prevent
illnesses and it is worth it to take the time and use resources to do it.
|
Perceived Action Efficacy
|
Whether or not the person thinks the action will be
effective in overcoming a problem or accomplishing something that the person
wants
|
Mothers do not recognize the connection between
washing hands and killing germs that cause illness.
|
Explain with graphic detail the connection between hand
washing and preventing illness.
|
Access
|
The degree of availability of the needed products or
services required to adopt a given behavior. This also includes an audience's
comfort in accessing desired types of products or using a service.
|
All homes have soap, which is typically for washing
clothes or dishes. Running water is
available for a few hours per day. Mothers have buckets and pitchers to use
for hand washing.
|
Resources are available, need to be utilized for
hand washing.
|
Perceived Barriers
|
What makes it more difficult to perform a given
behavior.
|
Not having a device that holds water and can release
small amounts as needed to wash hands, not having it conveniently located,
having limited hours of running water
|
Provide bucket with tap or Tipi Tapa, make sure it
is located in a convenient location
|
Perceived Enablers
|
What makes it easier to perform a given behavior.
|
Newly constructed homes through a government program
are installing plumbing in homes that connects to the treated water and
wastewater.
Residents of older homes need a bucket with tap or a
pitcher (or a Tipi Tapa) to get running water.
|
Provide bucket with tap or Tipi Tapa or encourage
moms to use buckets and pitchers that currently exist in the home
|
Cues for Action / Reminders:
|
The presence of reminders which help a person to
remember to do a particular behavior or remember the steps involved in doing
the behavior. This also includes key powerful events that triggered a
behavior change in a person
|
The key moments to wash hands are often emphasized
during educational sessions.
|
During house visits, mothers are asked to demonstrate
hand washing and show their hand washing station, which serves as a reminder.
Require that all participants wash hands before serving refreshments at
meetings.
|
Perceived Susceptibility/Risk
|
A person's perception of how vulnerable they feel.
For example, do they feel that it’s possible that their crops could have
cassava wilt? Is it possible for them to become HIV+?
|
Regarding diarrhea, adults often have diarrhea and,
while it is uncomfortable, they do not perceive it to be a problem for
themselves or for their children. It is perceived as a normal inconvenience.
|
Teach mothers what constitutes a normal bowel
movement.
|
Perceived Severity:
|
Belief that the problem (which the behavior can prevent)
is serious.
|
Diarrhea illnesses are not perceived as being
serious.
|
Teach mothers that diarrhea is dangerous and
potentially fatal to children, the impact on development (height and weight)
and the long-term effects.
|
Perception of Divine Will
|
A person’s belief that it is God’s will (or the
gods’ will) for her/him to have the problem; and /or to overcome it.
|
Members of the community practice either Catholic or
Evangelical religion, however few mention religious beliefs as a barrier.
|
Not an issue to be addressed in this project.
|
Policy
|
Laws and regulations that affect behaviors and
access to products and services.
|
Treated running water is provided to the community
at very low cost. Most homes have
running water available a few hours every day.
|
Not an issue to be addressed in this project.
|
Culture
|
The set of history, customs, lifestyles, values and
practices within a self-defined group.
|
Mothers are the guardians of maintaining the home
and raising the children, and they take this responsibility very seriously
and take pride in their homes
|
Capitalize upon the pride shown by participants to
inspire them to make changes.
|
Combining the collective inputs listed above provided a basis for structuring the educational sessions and related activities. Please continue reading to find out more about the Healthy Homes project activities, such as the
educational sessions and
cook stove construction.
Alternatively, you are welcome to jump straight to the
challenges and the
results.