WHAT I LEARNED TODAY: Day 16 of the free online C-Modules course on social and behaviour change communication

I am currently reviewing Module 0 (Facilitator's Handbook), which lays an important foundation for the rest of the course. It breaks down concepts and principles that are to be used throughout the course.

These include:

• THE DEFINITION OF SOCIAL AND BEHAVIOUR CHANGE COMMUNICATION (SBCC)
• AN OVERVIEW OF THE COURSE
• CURRENT PROJECTS
• CHARACTERISTICS OF SBCC
• TEN SBCC PRINCIPLES
• THE THEORETICAL BASE OF THE SOCIO-ECOLOGICAL MODEL

On Day 05 I reviewed sub heading four: “Characteristics of SBCC”. I learned that SBCC has three (3) characteristics:

> SBCC is a process.

• It is interactive, researched, planned and strategic;
• It aims to change social conditions and individual behaviours.

> SBCC applies a comprehensive, socio-ecological model to identify effective tipping points for change by examining:

• individual knowledge, motivation, and other behaviour change communication concepts
• social, cultural, and gender norms, skills, physical and economic access, and legislation that contribute to an enabling environment

> SBCC uses 3 key strategies:

• ADVOCACY – to raise resources as well as political and social leadership commitment to development actions and goals
• SOCIAL MOBILIZATION – for wider participation, coalition building, and ownership, including community mobilization
• BEHAVIOUR CHANGE COMMUNICATION – for changes in knowledge, attitudes, and practices among specific audiences

Over the next few days, I will discuss each of these characteristics in detail.

TODAY I WILL MOVE TO CHARACTERISTIC 3: SBCC uses three key strategies: Advocacy, Social mobilization and Behaviour Change Communication, and I will specifically focus on “Using advocacy to address the enabling environment.”

Photo: Google images

The enabling environment in the outer ring consists of policy, legislation, politics, and other areas of strong influence on health and development. A strategy often used to address such influence is advocacy which includes a variety of communication components when it addresses influential institutions and people at the international, national, district or community level. These communication components may include:

• presentations,
• campaigns,
• interpersonal negotiation,
• lobbying,
• and other advocacy tactics.

According to Wallack and Dorfman (2001) advocacy applies a socio-ecological perspective by:

1. Defining the problem at the policy level instead of focusing on individual flaws.
2. Seeking to change public policy and policy makers rather than personal behavior of those who have the "problem".
3. Working with groups to increase social and political involvement rather than providing behavior change messages.
4. Seeking to reduce the power gap (lack of sufficient power to achieve social change) rather than just filling a perceived information gap).
5. Having a long-term focus towards social change.

Interested in signing up for this course? CLICK HERE.

--------------------

C-Modules were developed by C-Change, funded by USAID under Cooperative Agreement No. GPO-A-00-07-0004-00. The six modules can be freely downloaded and used, provided full credit is given to C-Change as follows: C-Change (Communication for Change). 2011. C-Modules: A Learning Package for Social and Behavior Change Communication. Washington, DC: FHI 360/C-Change.

WHAT I LEARNED TODAY: Day 15 of the free online C-Modules course on social and behaviour change communication

I am currently reviewing Module 0 (Facilitator's Handbook), which lays an important foundation for the rest of the course. It breaks down concepts and principles that are to be used throughout the course.

These include:

• THE DEFINITION OF SOCIAL AND BEHAVIOUR CHANGE COMMUNICATION (SBCC)
• AN OVERVIEW OF THE COURSE
• CURRENT PROJECTS
• CHARACTERISTICS OF SBCC
• TEN SBCC PRINCIPLES
• THE THEORETICAL BASE OF THE SOCIO-ECOLOGICAL MODEL

On Day 05 I reviewed sub heading four: “Characteristics of SBCC”. I learned that SBCC has three (3) characteristics:

> SBCC is a process.

• It is interactive, researched, planned and strategic;
• It aims to change social conditions and individual behaviours.

> SBCC applies a comprehensive, socio-ecological model to identify effective tipping points for change by examining:

• individual knowledge, motivation, and other behaviour change communication concepts
• social, cultural, and gender norms, skills, physical and economic access, and legislation that contribute to an enabling environment

> SBCC uses 3 key strategies:

• ADVOCACY – to raise resources as well as political and social leadership commitment to development actions and goals
• SOCIAL MOBILIZATION – for wider participation, coalition building, and ownership, including community mobilization
• BEHAVIOUR CHANGE COMMUNICATION – for changes in knowledge, attitudes, and practices among specific audiences

Over the next few days, I will discuss each of these characteristics in detail.

TODAY I WILL CONTINUE TO DISCUSS CHARACTERISTIC 2: SBCC uses a socio-ecological model for change, and I will specifically focus on “Explaining the Socio-Ecological Model for Change: Studying the Triangle of Influence.”

Photo: Google images

Yesterday, I learned that the Socio-Ecological Model for Change is comprised of two parts: 

1. Levels of analysis (which are represented by the rings you see in the diagram above); 
2. Cross-cutting factors (which are embedded in the triangle that slices across each of the layers).

Today, I will study each of the issues that are embedded in "The Triangle of Influence"

THE TRIANGLE OF INFLUENCE

The Triangle of Influence comprises cross-cutting factors that SBCC interventions target in an effort to generate change. These factors may act in isolation or in combination. They are divided into four broad categories:

1. Information
2. Motivation
3. Ability to act
4. Norms

>> Information

People need information that is timely, accessible, and relevant. When looking at information, SBCC practitioners consider the level of knowledge held by a person or group. With such information, some individuals, groups, or communities may be empowered to act. It is important to note that for most people, information is not enough to prompt change.

>> Motivation

People require motivation, which is often determined by their attitudes, beliefs, or perceptions of the benefits, risks, or seriousness of the issues that SBCC programs are trying to change. Motivation can be affected by SBCC methods or strategies, such as effective counseling, peer education, entertaining radio broadcasts, or TV programs. If done well, such communication can foster individual attitude and behavior change, as well as norm change.

>> Ability to Act

However, even motivation may not be enough. For instance, few women and girls in the countries hardest hit by HIV and AIDS have the power to negotiate the time and conditions for having sex, including condom use, or they may lack the funds to buy condoms. They need the ability to act in particular circumstances. SBCC practitioners should look at the actual skills self-efficacy (or collective efficacy), and access of the actors.

• Skills include psychosocial life skills: problem-solving; decision-making; critical and creative thinking; interpersonal communication; and other relationship skills, such as empathy.
• Self-efficacy is concerned with the confidence of individuals and groups (collective efficacy) in their own skills to affect change.
• Access includes financial, geographical, or transport issues that affect access to services and ability to buy products.

>> Norms

Norms -- as expressed in perceived, socio-cultural, and/or gender norms -- have considerable influence. 

• Norms reflect the values of the group and/or society at large and social expectations about behavior. 
• Perceived norms are those that an individual believes others are holding and therefore are expected of him/her. 
• Socio-cultural norms are those that the community as a whole follows because of social status or cultural conventions. 
• Gender norms shape the social views of expected behaviors of males and females.

Interested in signing up for this course? CLICK HERE.

--------------------

C-Modules were developed by C-Change, funded by USAID under Cooperative Agreement No. GPO-A-00-07-0004-00. The six modules can be freely downloaded and used, provided full credit is given to C-Change as follows: C-Change (Communication for Change). 2011. C-Modules: A Learning Package for Social and Behavior Change Communication. Washington, DC: FHI 360/C-Change.

WHAT I LEARNED TODAY: Day 14 of the free online C-Modules course on social and behaviour change communication

I am currently reviewing Module 0 (Facilitator's Handbook), which lays an important foundation for the rest of the course. It breaks down concepts and principles that are to be used throughout the course.

These include:

• THE DEFINITION OF SOCIAL AND BEHAVIOUR CHANGE COMMUNICATION (SBCC)
• AN OVERVIEW OF THE COURSE
• CURRENT PROJECTS
• CHARACTERISTICS OF SBCC
• TEN SBCC PRINCIPLES
• THE THEORETICAL BASE OF THE SOCIO-ECOLOGICAL MODEL

On Day 05 I reviewed sub heading four: “Characteristics of SBCC”. I learned that SBCC has three (3) characteristics:

> SBCC is a process.

• It is interactive, researched, planned and strategic;
• It aims to change social conditions and individual behaviours.

> SBCC applies a comprehensive, socio-ecological model to identify effective tipping points for change by examining:

• individual knowledge, motivation, and other behaviour change communication concepts
• social, cultural, and gender norms, skills, physical and economic access, and legislation that contribute to an enabling environment

> SBCC uses 3 key strategies:

• ADVOCACY – to raise resources as well as political and social leadership commitment to development actions and goals
• SOCIAL MOBILIZATION – for wider participation, coalition building, and ownership, including community mobilization
• BEHAVIOUR CHANGE COMMUNICATION – for changes in knowledge, attitudes, and practices among specific audiences

Over the next few days, I will discuss each of these characteristics in detail.

TODAY I WILL CONTINUE TO DISCUSS CHARACTERISTIC 2: SBCC uses a socio-ecological model for change, and I will specifically focus on “Explaining the Socio-Ecological Model for Change.”

Photo: Google images

As you can see above, the Socio-Ecological Model for Change is represented by rings that go round each other, and one triangle that cuts across each layer. Each of these rings represents different layers of influence, which the Model examines in order to provide insight on the causes of problems and to help find "tipping points" for change.

In other words, this Model is comprised of two parts:

1. Levels of analysis: Demonstrated by the rings, these levels represent both domains of influence as well as people involved in each level.
2. Cross-cutting factors: Embedded in the triangle, these influence each of the actors and structures in the rings.

The levels of analysis (which are represented by the rings) are:

RING 1 - RING 3

i) The individual most affected by the issue (or self),
ii) Direct influencers on the individual (represented by two rings):

• The interpersonal: Partners, families, and peers;
• The community: Organizations, service structures, providers, as well as products available.

Both the interpersonal and community rings shape community and gender norms, access to and demand for community resources, and existing services.

RING 4

Indirect influencers make up the outer enabling environment. Components may facilitate and hinder change, and include national policies and legislation, political forces, prevailing economic conditions, the private sector, religion, technology, and the natural environment. Actors such as national government, business, and faith and movement leaders are often targets for advocacy and social mobilization activities. 

THE TRIANGLE OF INFLUENCE

Each level of analysis and the actors/institutions within each level are influenced by several cross-cutting factors (the triangle of influence). It is on these cross-cutting factors that SBCC interventions may be able to generate change. These factors may act in isolation or in combination. To help identify them, they are in four large categories:

1. Information
2. Motivation
3. Ability to act
4. Norms

Interested in signing up for this course? CLICK HERE. 

--------------------

C-Modules were developed by C-Change, funded by USAID under Cooperative Agreement No. GPO-A-00-07-0004-00. The six modules can be freely downloaded and used, provided full credit is given to C-Change as follows: C-Change (Communication for Change). 2011. C-Modules: A Learning Package for Social and Behavior Change Communication. Washington, DC: FHI 360/C-Change.

WHAT I LEARNED TODAY: Day 13 of the free online C-Modules course on social and behaviour change communication

I am currently reviewing Module 0 (Facilitator's Handbook), which lays an important foundation for the rest of the course. It breaks down concepts and principles that are to be used throughout the course.

These include:

• THE DEFINITION OF SOCIAL AND BEHAVIOUR CHANGE COMMUNICATION (SBCC)
• AN OVERVIEW OF THE COURSE
• CURRENT PROJECTS
• CHARACTERISTICS OF SBCC
• TEN SBCC PRINCIPLES
• THE THEORETICAL BASE OF THE SOCIO-ECOLOGICAL MODEL

On Day 05 I reviewed sub heading four: “Characteristics of SBCC”. I learned that SBCC has three (3) characteristics:

SBCC is a process.

• It is interactive, researched, planned and strategic;
• It aims to change social conditions and individual behaviours.

SBCC applies a comprehensive, socio-ecological model to identify effective tipping points for change by examining:

• individual knowledge, motivation, and other behaviour change communication concepts
• social, cultural, and gender norms, skills, physical and economic access, and legislation that contribute to an enabling environment

SBCC uses 3 key strategies:

• ADVOCACY – to raise resources as well as political and social leadership commitment to development actions and goals
• SOCIAL MOBILIZATION – for wider participation, coalition building, and ownership, including community mobilization
• BEHAVIOUR CHANGE COMMUNICATION – for changes in knowledge, attitudes, and practices among specific audiences

Over the next few days, I will discuss each of these characteristics in detail.

TODAY I WILL CONTINUE TO DISCUSS CHARACTERISTIC 2: SBCC uses a socio-ecological model for change, and I will specifically focus on “The Difference Between 'The Socio-Ecological Model for Change' & 'C-Change's Socio-Ecological Model for Change'.”

Photo: Google images

There are two models that should be distinguished from each other:

• The Socio-Ecological Model for Change which is applied across all SBCC programmes, and
• C-Change's Socio-Ecological Model for Change which will be applied throughout this course. 

The Socio-Ecological Model for Change examines several levels of influence to provide insight on the causes of problems and to find "tipping points" for change.

... on the other hand ...

C-Change's Socio-Ecological Model for Change is a combination of ecological models and sociological and psychological factors that will assist programs engaged in analysis and planning for SBCC programmes. 

Interested in signing up for this course? CLICK HERE.

--------------------

C-Modules were developed by C-Change, funded by USAID under Cooperative Agreement No. GPO-A-00-07-0004-00. The six modules can be freely downloaded and used, provided full credit is given to C-Change as follows: C-Change (Communication for Change). 2011. C-Modules: A Learning Package for Social and Behavior Change Communication. Washington, DC: FHI 360/C-Change.

WHAT I LEARNED TODAY: Day 12 of the free online C-Modules course on social and behaviour change communication

I am currently reviewing Module 0 (Facilitator's Handbook), which lays an important foundation for the rest of the course. It breaks down concepts and principles that are to be used throughout the course.

These include:

• THE DEFINITION OF SOCIAL AND BEHAVIOUR CHANGE COMMUNICATION (SBCC)
• AN OVERVIEW OF THE COURSE
• CURRENT PROJECTS
• CHARACTERISTICS OF SBCC
• TEN SBCC PRINCIPLES
• THE THEORETICAL BASE OF THE SOCIO-ECOLOGICAL MODEL

On Day 05 I reviewed sub heading four: “Characteristics of SBCC”. I learned that SBCC has three (3) characteristics:

SBCC is a process.

• It is interactive, researched, planned and strategic;
• It aims to change social conditions and individual behaviours.

SBCC applies a comprehensive, socio-ecological model to identify effective tipping points for change by examining:

• individual knowledge, motivation, and other behaviour change communication concepts
• social, cultural, and gender norms, skills, physical and economic access, and legislation that contribute to an enabling environment

SBCC uses 3 key strategies:

• ADVOCACY – to raise resources as well as political and social leadership commitment to development actions and goals
• SOCIAL MOBILIZATION – for wider participation, coalition building, and ownership, including community mobilization
• BEHAVIOUR CHANGE COMMUNICATION – for changes in knowledge, attitudes, and practices among specific audiences

Over the next few days, I will discuss each of these characteristics in detail.

TODAY I WILL CONTINUE TO DISCUSS CHARACTERISTIC 2: SBCC uses a socio-ecological model for change, and I will specifically focus on “Examples of behavioural theories and models.”

Photo: Google images

Yesterday, I learned why it is important for practitioners to study theories and models. Today, I will study some examples of behavioural theories and models, at the individual, interpersonal, and community/social level.

>> INDIVIDUAL LEVEL

Stages of Change Theory was conceptualized as a 5-stage process related to a person's readiness to change:

1) Pre-contemplation
2) Contemplation
3) Preparation
4) Action
5) Maintenance

I learned that before attaining the goal of maintenance, people progress through these stages at varying rates, and many times they move back and forth along the continuum a number of times.

Social and behaviour change communication programmes using  this theory consider the following questions:

• At what stage is the audience with respect to the desired action - e.g. adoption of hand-washing?
• What information, support, or messages do audience members need at that stage?

>> INTERPERSONAL LEVEL

Interpersonal Level Theory of Social Learning posits that people learn how to behave by:

1) observing the actions of others;
2) observing apparent consequences of those actions;
3) checking those consequences for their own lives; 
4) rehearsing and trying out those actions themselves.

I learned that a communication program which uses this theory builds on key individuals in the community modeling the desired behaviours. A key concept to measure would be the individual's level of self-efficacy by answering the following question:

• To what degree do people believe they have the ability by their own actions to achieve desired results, e.g., correct condom use?

>> COMMUNITY/SOCIAL LEVEL

Community/Social Level Diffusion of Innovations Theory describes how new ideas and practices -- innovations or technologies, such as the use of indoor residual spraying for malaria prevention -- are spread through social networks over time. 

This spread depends on the perceived characteristics of the innovation and characteristics of the social network. 

Research would try to answer the following questions about existing social networks: 

• How connected are different networks?
• How large are the different networks?
• Who are the leaders and innovators in those networks?

Interested in signing up for this course? CLICK HERE.  

--------------------

C-Modules were developed by C-Change, funded by USAID under Cooperative Agreement No. GPO-A-00-07-0004-00. The six modules can be freely downloaded and used, provided full credit is given to C-Change as follows: C-Change (Communication for Change). 2011. C-Modules: A Learning Package for Social and Behavior Change Communication. Washington, DC: FHI 360/C-Change.

WHAT I LEARNED TODAY: Day 11 of the free online C-Modules course on social and behaviour change communication

I am currently reviewing Module 0 (Facilitator's Handbook), which lays an important foundation for the rest of the course. It breaks down concepts and principles that are to be used throughout the course.

These include:

• THE DEFINITION OF SOCIAL AND BEHAVIOUR CHANGE COMMUNICATION (SBCC)
• AN OVERVIEW OF THE COURSE
• CURRENT PROJECTS
• CHARACTERISTICS OF SBCC
• TEN SBCC PRINCIPLES
• THE THEORETICAL BASE OF THE SOCIO-ECOLOGICAL MODEL

On Day 05 I reviewed sub heading four: “Characteristics of SBCC”. I learned that SBCC has three (3) characteristics:

SBCC is a process.

• It is interactive, researched, planned and strategic;
• It aims to change social conditions and individual behaviours.

SBCC applies a comprehensive, socio-ecological model to identify effective tipping points for change by examining:

• individual knowledge, motivation, and other behaviour change communication concepts
• social, cultural, and gender norms, skills, physical and economic access, and legislation that contribute to an enabling environment

SBCC uses 3 key strategies:

• ADVOCACY – to raise resources as well as political and social leadership commitment to development actions and goals
• SOCIAL MOBILIZATION – for wider participation, coalition building, and ownership, including community mobilization
• BEHAVIOUR CHANGE COMMUNICATION – for changes in knowledge, attitudes, and practices among specific audiences

Over the next few days, I will discuss each of these characteristics in detail.

TODAY I WILL CONTINUE TO DISCUSS CHARACTERISTIC 2: SBCC uses a socio-ecological model for change, and I will specifically focus on “Why is it important to study behavioural theories and models?”

Photo: Google images

I learned that it is important for practitioners to study theories and models because, according to (Glanz, Rimer and Su, 2005) this helps them to begin to understand -- or -- further reinforce:

• WHAT health problems should be addressed?
• WHY should the identified health problems be addressed?
• HOW should the identified health problems be addressed?

As they study different theories and models, practitioners should ask themselves:

1. What has been useful about this theory for the program?
2. How has it fallen short of what was needed to effectively understand and change behaviours?

Interested in signing up for this course? CLICK HERE.

--------------------

C-Modules were developed by C-Change, funded by USAID under Cooperative Agreement No. GPO-A-00-07-0004-00. The six modules can be freely downloaded and used, provided full credit is given to C-Change as follows: C-Change (Communication for Change). 2011. C-Modules: A Learning Package for Social and Behavior Change Communication. Washington, DC: FHI 360/C-Change.