"RLB’s interventions in Rwanda, Burundi, and the DRC have achieved significant knowledge, attitude, and behavior changes. Among the most notable of these: With respect to gains in knowledge, members of RLB’s audience have gained better understandings of the cycle of violence and methods used by
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politicians to manipulate audiences. With respect to attitudes, members of RLB’s audience have experienced positive attitude changes regarding trust in communities, the importance of dealing with trauma, the dangers of scapegoating, the importance of active bystandership, acceptance of marriage outside one’s own ethnic group, and the importance of understanding complex truths about the past, developing a shared history, and seeking justice. With respect to behaviors, members of RLB’s audience became more willing to hear an opposing group’s side of the story, became less willing to automatically cede to authority, become more willing to attend reconciliation activities, and increased discussion of topics presented in RLB programming with friends and family." (Executive summary)
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"Technological evolution has rewritten the books on media campaigns many times. However, some things have remained the same. First, media campaigns must come from multiple sources. They must employ printed materials, radio and television public service announcements, and internet technologies, such
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as social media. Materials must communicate universally and effectively. This means strong imagery, high contrast, and powerful type without being text laden. Still, media campaigns are only one element of a movement to change behavioral norms, especially with an issue so complex as inner-city violence. They must work in conjunction with outreach programs and have community, local, state, and national support from government agencies. More importantly, the message must be consistent and persistent. Behavioral change can happen over time with repeated conditioning brought about by activism." (Conclusion, page 21)
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"Section 2 introduces some behavioral theories and models of behavior change. Section 3 describes the process of designing an intervention using behavior change communication strategies: (1) identifying the specific behavioral objectives and conducting the formative research to understand barriers a
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nd facilitators to behavior adoption, (2) designing the strategy, (3) testing the strategy, (4) implementing and monitoring and (5) evaluating the intervention." (Section 1, introduction)
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"This chapter argues that narrative can be particularly well suited to transcend the unhelpful polarizations – behavioral versus social change, diffusion versus participatory approaches – that have characterized and restricted global health communication to date. The chapter describes a series o
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f theoretical rationales and cases that can be enlisted to support the conceptualization of storytelling for social change practices and their effects at multiple levels of analysis. Next, it considers the theoretical base and cases on narrative and narration into articulation with the “Scenarios from Africa” process. Culture has been conceptualized as a “static set of never-changing values and norms” to which individuals are subject, rather than as “a complex, dynamic, and adaptive system of meaning” that is constantly evolving under the influence of individuals and collectivities. The theory of narrative and education proposed by cultural and educational psychologist, Jerome Bruner, provides a compelling grounding for this social constructivist perspective." (Summary)
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"This chapter documents the experience of the Communication for Change (C-Change) project in developing and rolling out a holistic and comprehensive socioecological approach to social and behavior change communication (SBCC) within the context of a donor-funded program with short term goals. C-Chang
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e's SBCC framework uses a socioecological model for change. This model views social and behavior change as a product of multiple, overlapping levels of influence as well as political and environmental factors. The “health belief model” helps to find out why audience's perceptions are not in favor of change in the search for tipping points for change. The chapter describes three characteristics of SBCC. The key models and concepts of the C-Change's SBCC framework are incorporated into at least 75 government programs in Africa. The advocacy and social mobilization strategies of SBCC are aimed at ensuring sustainability through host government “buy-in” and support." (Summary)
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"Este documento resume la literatura reciente sobre el rol de los medios de comunicación con relación al comportamiento social haciendo particular énfasis en contenidos de inclusión social. Nuestro objetivo es modesto: simplemente tratar de crear consciencia sobre el importante rol que herramien
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tas aparentemente “cotidianas” pueden tener sobre el cambio social al ser empleadas de manera proactiva y positiva por hacedores de políticas públicas. De esta forma, proveemos una revisión exhaustiva de la literatura sobre el rol de los diferentes medios de comunicación y en particular de la televisión." (Introducción)
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"This article summarizes evidence for technological advances associated with population-level behavior changes necessary to advance child survival and healthy development in children under 5 years of age in low- and middle-income countries. After a rigorous evidence selection process, the authors as
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sessed science, technology, and innovation papers that used mHealth, social-transmedia, multiplatform media, health literacy, and devices for behavior changes supporting child survival and development. Because of an insufficient number of studies on health literacy and devices that supported causal attribution of interventions to outcomes, the review focused on mHealth, social-transmedia, and multiplatform media. Overall, this review found that some mHealth interventions have sufficient evidence to make topic-specific recommendations for broader implementation, scaling, and next research steps (e.g., adherence to HIV-AIDS antiretroviral therapy, uptake and demand of maternal health service, and compliance with malaria treatment guidelines). While some media evidence demonstrates effectiveness in changing cognitive abilities, knowledge, and attitudes, evidence is minimal on behavioral endpoints linked to child survival." (Abstract)
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"This study examines the effectiveness of an entertainment education (EE) programme, Makgabaneng, in reducing the spread of HIV/AIDS in Botswana. If successful, this communication intervention should result in greater self-report of attitudes, actions and knowledge related to risk reduction goals am
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ong those who listen to Makgabaneng more often than among those who listen less often. This article begins by describing the general orientation of Makgabaneng as EE and its specific theoretical model: the MARCH model of behaviour change. Through a survey of Batswana living in and around the capital of Gabarone, we assess whether Makgabaneng is effective in promoting knowledge, attitudinal and behavioural change. Findings reveal successes in some areas, but lack of success in other areas of prevention-supportive messages. We offer some conclusion for improving this form of EE." (Abstract)
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"This manual is for media practitioners and social activists who wish to use the power of entertainment and mass media to promote health, human rights and social justice. Drawing on successful stories and case studies from Africa and elsewhere, this manual aims to inspire, give fresh ideas and share
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experiences of interesting edutainment programmes. If you are a social activist or development worker, it will introduce you to the exciting opportunities that edutainment presents. If you are an edutainment practitioner, it invites you to think about your own practice, whether you are using multimedia, TV dramas, radio talk shows, theatre, social media or on-the-ground community dialogues and advocacy." (Page 3)
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"Behaviour change communication is vital for increasing the enactment of particular behaviours known to promote health and growth. The techniques used to change behaviour are important for determining how successful the intervention is. In order to integrate findings from different interventions, we
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need to define and organize the techniques previously used and connect them to effectiveness data. This paper reviews 24 interventions and programs implemented to change four health behaviours related to child health in developing countries: the use of bed nets, hand washing, face washing and complementary feeding. The techniques employed are organized under six categories: information, performance, problem solving, social support, materials, and media. The most successful interventions use three or even four categories of techniques, engaging participants at the behavioural, social, sensory, and cognitive levels. We discuss the link between techniques and theories. We propose that program development would be more systematic if researchers considered a menu of technique categories appropriate for the targeted behaviour and audience when designing their studies." (Abstract)
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"This tool is used to assess the SBCC knowledge and competence of individuals and how successful a specific training has been for them. Individuals about to take an SBCC training fill in the pre-assessment provided in this document, then fill in the post-assessment right after completing the trainin
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g. The questions and items are the same for both assessments. Individuals completing a successful training and filling in the post-assessment will answer a higher number of questions correctly and rate their own SBCC competencies at increased levels. It is the comparison that matters. The difference between an individual’s scores and ratings in the two assessments allows the training to be monitored and measurably evaluated. The score indicates whether an individual increased his or her SBCC knowledge, skills, and competencies during the training, and the ratings can suggest whether further training or capacity strengthening is needed and in which specific SBCC competencies." (Introduction, page 4)
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"The message matrix facilitates local stakeholder groups and community members to take an active, empowered role in content development for an educational communication programme. The method enables active participation of target audiences and stakeholder groups in the identification, analysis and r
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esolution of problems affecting the community. Use of the matrix underscores the significance of proactively and vigorously involving all stakeholders and leveraging their wealth of knowledge and experience. The message matrix helps to ensure that key messages of the programme — its core learning objectives — originate from people themselves rather than from outside experts or policy makers. Likewise, it helps to ensure that communication programmes are developed within proper cultural frameworks and in ways that engage stakeholders throughout and across the process of programme design, from setting overall objectives to framing key messages. The use of the matrix — for example, in a programme design workshop — anchors a participatory and consultative process that addresses existing and desired knowledge, attitudes and practices. The matrix helps to identify, analyse and classify audience behaviour, making it easier to provide relevant, well-defined and practicable solutions in the form of positive behaviours and demonstrable benefits that will motivate listeners to take action." (Pages 99-100)
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"Behaviour Change Communication (BCC) interventions have variable effects on knowledge, attitudes and behaviour with regard to HIV/AIDS. Studies show that peer education is successful at increasing knowledge, increasing condom use, and providing youth with information and condoms; however, effects o
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n primary or secondary abstinence and number of sexual partners are less encouraging. The effects of mass media campaigns with regard to perceived HIV risk and attitudes are positive, but it is unclear which factors make the campaigns effective or not. For the Join-In-Circuit there are only a few pre-post studies showing positive effects on knowledge and condom use but no solid evidence. The same is true for the Intergenerational Dialogue and community dialogues where some studies show an effect on people to discuss relevant issues and be aware of risks. We found some positive effects of entertainment education with long-term exposure being an impotant factor. Culture-sensitivity is important for BCCs to work." (Key findings, page 1)
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"Getting SMS campaigns right is not simple. The right content, delivered at the right time in the right context, is critical. Adding the right kind of interaction to campaigns can make them more engaging, and increase their power in encouraging positive change. Positive behavior change campaigns sho
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uld also ideally be measurable - this is never easy, but when your recipients are difficult to access physically, as is often the case with SMS campaigns, this becomes more challenging. This guide seeks to introduce some key points to think about when planning to use SMS for behavioral change campaigning." (Introduction)
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"C-Change has created this learning package for facilitated, face-to-face workshops on social and behavior change communication (SBCC). The package includes a series of six modules. The Introduction Module outlines all five steps of C-Planning (see graphic to the right). It also provides an overview
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of the SBCC framework and guiding principles that run through the remainder of the course. The next five modules each focus on one distinct step of the SBCC planning process: 1. Understanding the Situation; 2. Focusing & Designing; 3. Creating; 4. Implementing & Monitoring; 5. Evaluating & Replanning. If asked, the Introduction Module is 0, so the following modules (1–5) correspond to the steps of C-Planning. The Introduction Module can be given independently. However, completing the introduction is necessary to do any of the other five modules. This package was designed for staff of health and development programs in medium-sized organizations. It speaks to staff with varying degrees of experience in planning or implementing SBCC programs. The learning of the participants depends on facilitators with personal, practical experience in SBCC. Facilitators should tailor each module to the profile of their learners as well as to the time available." (Overview, page 2)
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