An objective tree uses the same structure and process as the child-sensitive problem tree, but converts the problem tree’s negative statements into positive ones. In the objective tree, the root causes of problems for children are presented as solutions or positive achievements. This flip allows project teams to more easily identify which entry points for PA interventions can best target the identified child deprivation(s). It is important to note that not all causes and effects that appear in a problem tree necessarily have direct correlations in the child-sensitive objective tree. 

Creating a child-sensitive objective tree requires three steps, which rely heavily on the findings of the problem tree presented in Building Block A: Action, Step 2, Identify Root Causes. When the objective tree is complete, project teams should use it to identify the priorities, focus and scope of child-sensitive PA interventions.  

As with problem trees, objective trees require identifying the specific problems of children (of various age groups and genders) and the specific causes (which may differ for adults and children). For this step, project teams may use the same list of problems they identified through the steps presented in Building Block A.  

Project teams should convert the main problem for children (negative) into a statement of positive achievement. For example, in the Kenya case study, food insecurity converts into improved food security. Next, project teams should convert causes into specific intervention (i.e. activities and outputs/outcomes) designed to address those specific causes. In the Kenya case study, low income-generating opportunities for women converts into increased income-generating opportunities for women. 

Project teams should then convert effects into final impacts. In the Kenya case study, low school enrolment due to early girl child marriages converts into higher school retention of girls due to reduced girl child marriages.  

The final step for creating a child-sensitive objective tree is to fill in the objective tree worksheet (Tool 3.1) with the positive statements, including achievements, interventions and impacts. A blank worksheet for Tool 3.1 Objective Tree is available below.

After completiing the objective tree project teams can further specify the priorities, focus and scope of their child-sensitive PA intervention(s). Project teams should try to identify where PA interventions can add the greatest value for HHs and specifically for children by addressing the identified problems. To ensure that project teams identify the most strategic, effective and feasible PA interventions for children’s particular problems, project teams should consider the following: 

• Is the proposed PA intervention consistent with the existing resources and capacities of the project team/organization, including those of other key stakeholders or partner organizations? 
• What type of PA intervention(s) is most relevant to the identified problems for children (e.g. direct provision of services to increase HH income, public campaigns to increase knowledge, attitudes and practices)? 
• Does the project team/organization have expertise with specific PA interventions (e.g. cash, vouchers, savings groups, skills training)? 
• How are problems at HH and community levels different from/the same as those affecting children? Or how do they relate to problems affecting children? 
• Are the target changes within the project team’s scope of influence (e.g. lack of adequate health care and WASH facilities)? 
• Is the proposed PA intervention consistent with donor priorities? If no, is there scope to influence the donor toward a more child-sensitive focus? 
• Is the proposed change for children sustainable? Are there longer-term risks associated with the PA intervention (Design Action 4) that could outweigh shorter-term benefits for children?  

All project teams designing child-sensitive PA programmes should actively seek to promote the equal roles of women, men, girls and boys in decision-making, control and ownership of assets and access to opportunities. This increased equality often leads to greater investment in children*. This requires changes at the household and community levels and when feasible, may require tackling deep-rooted gender norms that tend to limit women’s economic and social choices (reference).

* Note that this is an assumption that project teams should test in different contexts.