Introduction to Behavior Change Communication (BCC)

 

Behavior Change Communication (BCC) is a tool for promoting and sustaining risk-reducing behavior change in individuals and communities by distributing tailored messages in a variety of communication channels. BCC involves negotiation with the individual or community for behavior change. It uses dialogue, messages, persuasion, interpersonal and group communication as a means of exchanging information, ideas, skills and values aimed at bringing about behavior change or adoption of safe behavior. Negotiation happens at all levels and involves several people. Ultimately it involves negotiation with ‘Self’ to practice desired behavior.

Communication Pyramid

Behaviour change communication uses a science based approach to communication that involves behavioural sciences, social learning, persuasion theory to achieve realistic targets. It emphasises on audience involvement and participation throughout the BCC process and recognises that behaviour change is much a societal process as it is an individual decision making process.

Appreciation of the crucial role of environment to capture attention, interest and most importantly emotions to make learning and change a pleasurable experience is one of the key salient feature of BCC. It focuses on sustainability of communication messages and strategies. It should be understood that behaviour change is a goal, but people move through several stages and steps before they change behaviour.

Difference between BCC and IEC:

Providing people with information and telling them how they should behave (“teaching” them) is not enough to bring about behavior change. While providing information to help people to make a personal decision is a necessary part of behavior change, BCC recognizes that behavior is not only a matter of having information and making a personal choice. Behavior change also requires a supportive environment. Recalling the interventions model, we learned that ”behavior change communication” is influenced by “development” and “services provision” and that the individual is influenced by community and society. Community and society provide the supportive environment necessary for behavior change. IEC is thus part of BCC while BCC builds on IEC.

Points to consider before designing a BCC intervention:

Before designing a BCC intervention, it is important to be clear about exactly whose behavior is to be influenced and which aspect of their behavior should be the focus for change. Communities are made up of different groups with different risk and vulnerability factors. Even within the same broad group, there may be subgroups with distinct characteristics. Different target groups will require different approaches. Therefore, when making decisions about which target groups and which factors to address, it is necessary to consider:
• which target groups are most vulnerable;
• which risk / vulnerability factors are most important;
• which factors may be related to the impact of conflict and displacement;
• which target groups and risk / vulnerability factors the community wants to address;
• what could be motivators for behavior change;
• what could be barriers to behavior change;
• what type of messages will be meaningful to each target group;
• which communication media would best reach the target group;
• which services/resources are accessible to the target group;
• which target groups and risk / vulnerability factors are feasible in terms of expertise, resources and time.

Communication Channels and Media:

Brainstorm ideas about the most effective ways to deliver the messages that was created for the project implementing sector. There are many creative ways to reach a target audience with messages and materials. Some ways that target audiences can be reached include:
1.Interpersonal Methods: Individual counseling, Telephone hot lines, Outreach, Peer education, Group counseling
2. Small Media: Flip charts, Brochures, Slides, Posters, Video, Audio tapes, Pamphlets, Leaflets, Fliers, Flip books
3. Mass Media: Radio, Television, Film/video, Newspaper, Theater, Music, Folk media, Magazines, auto campaign, exhibitions, Cinema slides, Audio tapes, Local arts
4. Training: Training practitioners and training peer educators in communication skills
5. Special Events: Sports games, observing important days, school fairs, holidays

Pretesting:

A successful BCC program requires careful research and thorough pre-testing of communication materials. It is important not to underestimate the effort that is needed to carry out good quality behavioral research, which yields findings that are accurate and useful.

“…Research and proper planning form the foundation of an effective communication campaign. Knowing the needs of the population and the best means of reaching that audience are crucial in achieving the goal of raising awareness and, ultimately, changing attitudes and behaviors…The key is to determine the needs and desires of the audience, then deliver messages and products that offer real benefits. Many social change campaigns fail because the message is not meaningful or relevant and consequently not motivating to members of the target audience…” (AIDSCAP/FHI. Control of Sexually Transmitted Diseases. Chapter 4: An approach to effective communication. Undated: AIDSCAP Electronic library.)

When draft materials have been developed, pretest them with members of the target audience before printing or producing them.

Materials are pretested to a) Assess comprehension and readability b) Assess recall of the messages c) Identify strong and weak points d) Determine whether the personal benefits are strong enough to promote behavior change e) Look for sensitive or controversial elements.

There are two ways to pretest a material:
• Individual interviews
• Focus group interviews

No matter which pretesting method is choosen, it is needed to provide respondents with a environment in which they feel comfortable discussing the messages and materials you show them. Give the respondent a copy of your draft material and ask some of these questions:
1. What information is this page trying to convey?
2. In your own words, what does the text mean?
3. What does this picture show? Is it telling you to do anything? If yes, what?
4. Do the words match the picture on the page? Why or why not?
5. What do you like/dislike about this page?
6. Are there any words in the text you do not understand? Which ones? (If so, explain the meaning and ask respondents to suggest other words that can be used to convey that meaning)
7. Are there any words that you think others might have trouble reading or understanding? (Again, ask for alternatives.)
8. Are there sentences or ideas that are not clear? (If so, have respondents show you what they are. After explaining the intended message, ask the group to discuss better ways to convey the idea)
9. Is there anything you like/dislike about these messages?
10. Is there anything you like/dislike about the pictures (use of colors, kind of people represented, etc.,)?
11. Is there anything controversial or sensitive about these messages or pictures?
12. We want the materials to be as good as possible and easily understood by others. How can we improve the pictures?
13. What other suggestions do you have for improving this material (pictures, words or both)?
14. (After collecting the material say...) “Let’s review. Tell us what you think were the most important messages.”

When pretesting the materials, there could probably need some changes. Answer the following questions to help you decide on any necessary changes:
1. Were the target audience members able to understand the messages and the language in which the messages were presented?
2. Were the target audience members able to remember the messages they were presented?
3. What did the target audience like best about the materials and messages?
4. What did the target audience like least about the materials and messages?
5. Was the target audience able to perceive the benefit(s) recommended in the messages?
6. Were there any controversial or sensitive issues raised by the target audience?
7. What changes, if any, were recommended by the target audience? Explain.

If the answers to these questions seek for changing the messages and materials, be sure to test them again after the revisions.

Interventions:

• Plan the most effective interventions to reach the audience.
• Use a combination of interpersonal, small media, mass media, and other activities to achieve the best results!
• Consider methods that will be entertaining for the target audience (e.g., theater, music, etc.)
• Think about the interventions to reach your target audience with the materials and messages developed.

Measures of Success:

All projects need to include a way for planners to learn whether the project has been successful. Some measures of success require both baseline and post-intervention data to evaluate. Success means that the communication objectives have been met. Depending on the communication objectives, the following indicators may be used:
• Self-reported movement from one stage of change to the next
• Recall of messages in random surveys
• Actual production and distribution of materials among the target group(s)
• Number of people trained
• Number of radio spots aired
• Findings from surveys of reported behavior or attitude
• Questionnaires (with information knowledge exams)
• Observations of activities
• Field reports
• Attendance records
• other?

Way Forward:

Social norms and public policies influence behavior change. A strategic shift must be also be attempted simultaneously. Behavior change communication is not a stand alone strategy. It has to be used in conjunction with other strategies for creation of enabling environment.


Special Thanks:

1. RHRC
2. UNICEF