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Communication for Development (C4D) Learning CourseModule 2 of 3

This workbook supplements the online learning materials. It contains the text of the module, but without the readings. The complete version of the module and all accompanying materials are on the course website and the DVD and CD sent to you.

In developing this course, the Communication and Development Studies Program and the Center for International Studies at Ohio University have made every effort to trace copyright holders and adhere to educational fair usage guidelines. We regret omissions and welcome additions and amendments for inclusion in future revisions.

© Ohio University and UNICEF 2013. This material is not licensed for resale or copying without agreement

Communication for Development (C4D)Learning Course

MODULE 2 OF 3

Module 1: Values, Principles, and Concepts in C4D 01

Module TWoTable of Contents

1. Introduction to Module 2 39 2. learning objectives 40 3. unit Structure 434. unit 1: Individual-level Change Theories 44

a. Introduction 44b. learning objectives 44c. Background 44d. discussion 46e. Readings and Resources 48

5. unit 2: Interpersonal-level Change Theories 51a. Introduction 51b. learning objectives 51c. Background 51d. discussion 53e. Readings and Resources 54

6. unit 3: Community-level Change Theories 57a. Introduction 57b. learning objectives 57c. Background 57d. discussion 58e. Readings and Resources 59

7. unit 4: Choosing Among Change Theories 61a. Introduction 61b. learning objectives 61c. Background 61d. discussion 62e. Readings and Resources 63

03Table of Contents

38 Module 2: Behaviour and Social Change Theory in C4D

Behaviour and Social Change Theory in C4D

Communication for Development: A UNICEF-Ohio University Learning Course

MODULE 2:


When we plan communication strategies for behavioural or social change, one set of helpful tools are theories for change. Many successful C4D programmes are based on the application of one or more behaviour or social change theories. It’s not something we often talk about in our planning and reports. And we certainly avoid the “t” word in implementing programmes. But it’s there (and if it isn’t, it should be!)

So, though some people see theories as abstract and removed from everyday life, we think of theory as a set of conceptual tools that allow us to introduce changes to programmes that are not working or to build new ones.

Our task in this module is to de-mystify theory, and add it to your toolkit. Our goal is to show you theory in practice—how to plan and implement programmes that are based on proven theoretical models which research shows have worked in development.

INTRODUCTION TO MODULE 2: Behaviour and Social Change Theory in C4D

41Module 2: Behaviour and Social Change Theory in C4D

By the end of this module you will be able to: • Describe behaviour and social change theories as they apply to C4D work at

several levels (individual, interpersonal, and community/society).• Assess the theories and choose the most appropriate theory (or combination of

theories) to guide development of communication strategies or initiatives.

Learning Objectives

Most programme planners are interested in articulating change processes. They want to know which strategies and tactics are most likely to lead to a programme’s desired outcomes. By looking at theories as tools, we will be emphasizing theories that are used to predict and influence individual behaviours and social change.

This means that, in this module, we will not be emphasizing theories that are primarily descriptive or prescriptive in nature.

Theories meant to describe are very good at telling us what the factual truths, moral norms, or group identities of a community are, but seldom present these factors as a way to promote change. Descriptive theories tell us what is happening in a community, but they do not necessarily emphasize or provide details on how to change communities in pro-social ways.

Theories meant to prescribe are very good at helping us to envision a more desirable world. Prescriptive theories are designed to tell us what the theorist thinks the best possible world would look like. The limitation of prescriptive theories is that many people think they are difficult to apply to practical problems because they look at what should be done rather than what actually can be done. Also, many prescriptive theories can be easily politicized.

If you want to know more about descriptive and prescriptive theories, as well as other predictive and influential theories, we have included links on the course website to short definitions of theories that we will not be covering in depth in this module. You can find these on the Module 2 Tools web page.


In this module, we are looking at three levels of behaviour and social change theory, or different tools that are used to guide different change processes. Most change theories (and their concepts) address one of the following three levels of change:

This module focuses on theories that guide the design, implementation and evaluation of C4D, as opposed to concepts, models, or strategies. In Units 1, 2 and 3, we divide C4D theories into three groups, based on the level of change:

• Individual-level change theories• Interpersonal-level change theories• Community-level change theories

Individual, interpersonal and community-level theories of change complement one another and can be used in a coordinated fashion given the inter-related nature of the different levels of communication. Individuals inevitably interact with one another (interpersonal communication), communicate in group settings (community-level communication), and are exposed to interpersonal and group interaction via mass, community, group, or individually mediated communication channels.

The inter-related nature of theories of behaviour change

Individual Interpersonal Community

PsychologicalPsycho-socialCultural & Social

Personal BehavioursSocial NetworkCollective/Social/GroupNorms and Practices

ChANGE PROCESS

LEvELS OF ChANGE

targets of change


As development professionals working in C4D, we need to be familiar with theories at multiple levels, since a given situation may require and benefit from the use of multiple theories.

Psychologist Albert Bandura writes that the value of a theory is “ultimately judged by the power of the procedures it generates.”1 For us, this means: does the theory give us the tools and information we need to develop effective communication strategies? how do we know which theory or theories to use in our programme? In Unit 4, we bring them all together with advice and practice on choosing between or combining social and behaviour change theories.

In the practice of C4D, the discourse around behaviour change and social change communication approaches has often created varied (and sometimes opposing) interpretations of what behaviour and social change theories actually mean. We will have a chance to discuss some of these issues and interpretations in-depth during the face-to-face workshop. In this module, we refer to behaviour and social change theories primarily in terms of change theories operating at different levels as described above. however, we believe that C4D is ultimately a multi-layered strategic process that draws on communication to encourage or facilitate social change. Communication for social change implies work that is bottom up, participant directed, and empowering. Therefore, when you consider these theories, remember that while some of them may concern the behaviours of individuals, either alone or in relation to others or their communities, our goal is to foster overall positive social change and transformations.

1 Albert Bandura, Social Learning Theory, Englewood Cliffs, NJ: Prentice-Hall Inc,, 1977, p. 4.


An outline of the unit, indicating how the topics covered relate to C4D.

Key concepts and the broader C4D and UNICEF context.

Required and optional readings, resources and tools to help you complete the unit.

Questions for discussion about the issues in the unit.

Introduction

Background

Discussion

Readings and Resources

Each unit has a common structure with five elements, identified by images on the website and in the workbooks.

What you will know and/or be able to do after completing the unit.

Learning Objectives

1

2

3

4

5

Unit Structure

A question or an optional response

Additional information about a topic

More Navigational Images

video materials


To explore individual-level change, in this unit we will cover the following theories:

• Maslow’s Theory of human Motivation

• The health Belief Model

• The Theory of Reasoned Action/Theory of Planned Behaviour

• The Stages of Change/Transtheoretical Model

Based on the readings and discussion, by the end of this unit, you will be able to:

• Identify core concepts from key individual-level change communication theories

• Describe how concepts and strategies from individual-level change communication theories can inform strategic choices for C4D interventions.

Putting Individual-Level Change Theories in Context

When we do C4D work at the individual level, we are trying to encourage change in individual behaviours by understanding and influencing the behaviour of key audiences and participants in our communication strategy. We are interested in their knowledge, attitudes and norms, as well as any other real, perceived, or psychological barriers or facilitators to changing individual behaviour.

Most theorists and practitioners working in C4D today recognize that while individual-level change is important (and thus individual-level theories are essential), all individuals exist within a larger “ecology” that includes the family, the community and society as a whole. The socio-ecological model (SEM), for example, locates individual behaviour within larger social structures and acknowledges that individual behaviour should be considered in context, in relation to the family, institutions, community and national-level history, policies and laws.

MODULE 2 / UNIT 1:Individual-Level Change Theories

LEARNING OBJECTIVES

BACKGROUNDINTRODUCTION


As you read about individual-level theories, remember that these theories are often used in conjunction with other theories related to community, culture and society. We need not think about different theories as requiring us to make an “either/or” choice (individual or community/societal level) but rather allowing us to adopt an inclusive, “both/and” orientation whereby theoretical concepts, from individual-psychological to social norms-societal, can be equally embraced and applied in conjunction with one another.

Although many of the components of individual-level change seem like common sense, learning their names and the ways they relate to each other gives

us a common framework and shared vocabulary for talking to other C4D practitioners, development professionals, government counterparts, and other change agents who we may be working with in the field. Also, the things that we might think are common sense might be new to other people, just as what other people take for granted might give us new ideas for trying to persuade individuals to take new positive actions or stop harmful practices.

Each of these theories is widely used in communication initiatives that focus on changing individual attitudes, beliefs, and behaviours.

Image source: University of victoria, Center for addictions research of British Columbia: http://carbc.ca/helpingSchools/ImplementingPromisingPractices/tabid/638/agentType/view/PropertyID/397/Default.aspx

Consider behaviour in a wider context


DISCUSSION

Read this short synopsis and then answer the discussion questions.

Sociologist Kurt Lewin once wrote: “There is nothing so practical as a good theory.”2 One theory that is widely used and very practical is Abraham Maslow’s Theory of Human Motivation3.

The theory explains that humans must first meet basic physiological and safety needs (food, water, shelter, etc.) before addressing “higher” needs such as social relations, esteem, or “self-actualization” (e.g., a fulfilling career). In relation to behaviour change, Maslow’s hierarchy of needs provides a reference to understand barriers to change for any behavior.

The theory suggests that when planning and designing an intervention, success may be limited in circumstances/contexts where people are focused on meeting basic needs or have other priorities. For example, if someone is worrying about feeding their family they may not be thinking about vaccinations or open defecation (even though they should be, for obvious health reasons). In short, humans strive to meet their basic needs first. higher order needs are less of a priority than basic, physiological and safety needs. It’s important to remember that certain health behaviours, while perceived by health workers as essential for survival and thus a basic need, may not be perceived by community members as life-saving. Many C4D interventions are designed to demonstrate health risks and to communicate that some behaviours, like hand-washing with soap, can be a life-saving action (thus meeting a basic need).

2 Lewin, K. (1951) Field theory in social science;

selected theoretical papers. D. Cartwright (ed.). New

York: Harper & Row, p. 169.

3 Maslow, A.H. (1943). A theory of human motivation.

Psychological Review, 50(4), 370-96.

DISCUSSION QUESTIONS1. In your work as a UNICEF staff

member, what are some basic, material needs that you have observed/researched that can prevent or distract community members from UNICEF C4D and programme interventions designed for their benefit? Can you provide a concrete example from your work when a basic need has been a barrier to your work?

2. Identify some core concepts from the individual-level change theories that you learned about in the readings that you find potentially relevant/useful for C4D work. You are also free to describe theories/concepts that you found limited, and LESS useful.


Image source: http://www.newexistentialists.com/posts/07-22-11


[Note: Readings and resources are available on the CD or DVD accompanying this workbook, along with the full citations for all supplied readings.]

REQUIRED READINGSFamily health International, (1996). Behavior change — A summary of four major theories. AIDSCAP Behavioral Research Unit. [13 p.]

hayden, J. (2009). Introduction to health Behavior Theory, (Chapter 4, pp. 31 – 44). Sudbury, MA: Jones and Bartlett. [14 p.]

University of Twente (n.d.). health belief model (web page). Retrieved from http://www. utwente.nl/cw/theorieenoverzicht/Theory%20clusters/health%20Communication/ health_Belief_Model.doc/. [1 p.]• Note: This brief document repeats some information from the “summary of major

theories” reading above, but also has a helpful table format with concept, definition and “application” columns — this last column provides good examples of how hBM can be applied in health promotion.

Ajzen, I. (n.d.). TPB Diagram (web page). Retrieved from http://www.people.umass. edu/aizen/tpb.diag.html. [1 p.]• Note: This diagram has “clickable concepts” that provide definitions and additional

information. The diagram covers the “Theory of Planned Behavior,” which is an evolution of the Theory of Reasoned Action (1980). TRA became TPB when the concept of “perceived behavioral control” was added.4

Cancer Research Prevention Center (n.d.). Detailed overview of the transtheoretical model (web page). Retrieved from http://www.uri.edu/research/cprc/TTM/ detailedoverview.htm. [14 p.]

READINGS AND RESOURCES

4For more info, see: http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/health%20

Communication/theory_planned_behavior.doc/


REQUIRED VIEWINGSvideo 1:The Story of Cholera. This is a good example of how a creative and compelling story is used to convey the severity of cholera and the importance of hand-washing with soap and other key hygiene behaviors, thereby linking key behaviours to basic needs. http://globalhealthmedia.org/story-of-cholera/videos/the-story-of-cholera/

video 2: Stages of Change Model This video provides good examples that help illustrate the Stages of Change model.

OPTIONAL READINGS:The following short readings bridge research and theory with practice by providing concrete examples of how theoretical concepts from this unit and the module as a whole are used in interventions that relate to subject matter of interest to UNICEF staff members.

Al-Akour, N., et al. (2010). Factors affecting intention to breastfeed among Syrian and Jordanian mothers: a comparative cross-sectional study. International Breastfeeding Journal 5(6). [8 p.]

Curtis, v.A., Danquah, L. O., and Aunger, R. v. (2009). Planned, motivated and habitual hygiene behaviour: An eleven country review. health Education Research 24(4). 655 – 673. [19 p.]

Weinrich, N. K. (1999). The “Don’t Kid Yourself” campaign case study. Excerpted from hands-On Social Marketing: A Step-by-Step Guide by Nedra Kline Weinreich (Sage Publications, 1999). [13 p.]


Notes

Module 1: Values, Principles, and Concepts in C4D52 Module 2: Behaviour and Social Change Theory in C4D52

As we saw in Unit 1, individual-level change theories inform efforts to facilitate behaviour change by explaining various factors that may influence the attitudes, beliefs, and knowledge of a key participant group.

In this unit, we shift our focus to interpersonal-level change theories. Interpersonal-level theories acknowledge the interaction and dialogue that occur between individuals and explore how they can affect behaviour change.

We will cover the following interpersonal-level theories in this unit:

• Social learning theory (also called social cognitive theory)

• Diffusion of innovations.5

Based on the readings and discussion, by the end of this unit, you will be able to:

• Identify and understand key concepts from each of the interpersonal theories

• Describe how interpersonal-level

concepts can inform C4D interventions6

Interpersonal-level theories of change provide another level of understanding in deciphering, and in some cases even predicting, the nature of communication among people.

Social learning theory illustrates how individual behaviour is influenced by the behaviour of others (and possibly by the media) and by others’ reactions and responses to communication and behaviour. It describes a dynamic, ongoing process in which personal factors, environmental factors, and human behavior exert influence upon each other.

5Diffusion of Innovations (DOI) can be considered

both an interpersonal-level theory and a

community-level theory. We include DOI here to

stress the importance of the key interpersonal DOI

concepts, opinion leaders and peer networks.

6We use the broad term “C4D interventions” (rather

than “campaign”) because it includes two-way

flows of communication, not just mass-mediated

dissemination. A “C4D intervention” could involve a

wide range of activities, including a poster contest

for children, a call-in radio show, an advocacy

workshop, and/or an interactive street theater

performance, to name just a few.

MODULE 2 / UNIT 2:Interpersonal-Level Change Theories

LEARNING OBJECTIVES



KEY CONCEPTS• Environment: Factors physically external to the person. To do: Provide

opportunities and social support• Expectations: Anticipatory outcomes of a behavior. To do: Model positive

outcomes. • Observational learning: Learning that occurs by watching the actions and

outcomes of others’ behavior. To do: include credible role models of the targeted behavior.

• Reinforcements: Responses to a person’s behavior that increase or decrease the likelihood of reoccurrence. To do: Promote self-initiated rewards and incentives

• Self-efficacy: A person’s confidence in performing a particular behavior. To do: Approach behavioral change in small steps to ensure success

• Reciprocal determinism: The dynamic interaction of the person, the behavior, and the environment in which the behavior is performed. To do: consider multiple avenues to behavioral change, including environmental, skill, and personal change.

Diffusion of innovations theory shows how identifying opinion leaders and peer networks and understanding the needs of “end users” can help efforts to diffuse a desired behaviour or innovation through a social system.

KEY CONCEPTS• Relative advantage: This is the degree to which an innovation is perceived as

better than the idea it supersedes • Compatibility: This is the degree to which an innovation is perceived as being

consistent with the values, past experiences, and needs of potential adopters.• Complexity: This is the degree to which an innovation is perceived as difficult to

understand and use.• Trialability: This is the degree to which an innovation can be experimented with

on a limited basis.• Observability: The easier it is for individuals to see the results of an innovation,

the more likely they are to adopt it. • Reinvention: The adaptation of an innovation by adopters to better meet their

needs. • Opinion leaders: Well-connected individuals to spread new ideas through their

own social networks or peer networks.


REQUIRED READINGGreiner, K. (2012), Linking theory and strategy in Communication for Development: The examples of Extertainment Education and Social Marketing. [4 p.]

As noted in the reading, Albert Bandura’s Social Learning theory (SLT) contains two closely-related concepts—”observational learning” and “behavioral reinforcement.” In brief:

• Observational learning is the name for learning from the behaviours and actions of others. The behaviour of others is often copied, even when that behaviour is not real, but rather seen on television (or heard on the radio, or seen on a stage). Dialogue about behaviour can also be modeled. If people do not emulate the dialogue they see – talking about a taboo topic like sex, for example – they can at least learn from the content of modeled dialogue.

• Behavioural reinforcement is the idea that people learn not only from behaviour itself but also from how others react to a given behaviour. Behaviours can be modeled through peers, family members, opinion leaders, and mass media (radio and television). The consequences (positive or negative) of behaviours and actions can also be modeled.

In relation to these concepts, discuss one or more of the following questions:

1. Think about your own living and working context and share examples of positive or harmful behaviours in a community, or positive or negative consequences of behaviours, that you think may influence other community members. Examples that you consider possibly unique to your community/country/region are particularly encouraged.

2. Which concepts from Social Learning Theory and/or Diffusion of Innovations that you learned about in the readings do you find potentially relevant/useful for C4D work? You are also free to describe theories/concepts that you found limited, and LESS useful.




REQUIRED READINGSSocial Learning Theory (Bandura). Retrieved from http://www.learning-theories.com/ social-learning-theory-bandura.html. [2 p.]

Abbot, L. (n.d.). Social learning theory: From notes on Ormond’s human Learning. Retrieved from http://teachnet.edb.utexas.edu/~Lynda_abbot/Social.html. [6 p.]

Robinson, L. (2009). A summary of Diffusion of Innovations. Retrieved from http:// www.enablingchange.com.au/Summary_Diffusion_Theory.pdf. [9 p.]

Greiner (2012), Linking theory and strategy in Communication for Development: The examples of Entertainment Education and Social Marketing.” [4 p.]

Rogers, E. (1995). Diffusion of Innovations (4th ed.). New York: Free Press. [excerpt – 20 p.]

REQUIRED VIEWINGSvideo 1: Albert Bandura’s “Bobo Doll” experiment informs Social Learning Theory

video 2: Professor Thomas valente on Diffusion of Innovations theory

video 3:Soul City “pot banging” episode excerpt: http://www.youtube.com/watch?v=AqR3aUulqMQ


OPTIONAL READINGSSocial learning theoryPapa et al., (2000). Entertainment education and social change: An analysis of parasocial interaction, social learning, collective efficacy and paradoxical communication. Journal of Communication 50(4), 31- 55. [24 p.]

Bandura, A. (1994). Social cognitive theory and exercise of control over hIv infection. In R. J. DiClemente and J. L. Peterson (Eds.), Preventing AIDS: Theories and methods of behavioral interventions (pp. 25-59). New York: Plenum. [34 p.]

Reininger, et al., (2010). Community-based participatory research in an obesity prevention media campaign for Mexican Americans: Tu Salud ¡Si Cuenta! health Promotion and Practice 11(3), 347 – 357. [10 p.]

Singhal, A., and Rogers, E. (2002). A theoretical agenda for entertainment-education. Communication Theory 12(2). [excerpt – 6 p.]

Boeree, G. (2006). Albert Bandura. Retrieved from http://webspace.ship.edu/cgboer/ bandura.html. [7 p.]

Diffusion of InnovationsBertrand, J. (2004). Diffusion of innovations and hIv/AIDS prevention. Journal of health Communication 9. 113- 121. [8 p.]

Cain, M. and Mittman, R. (2002). Diffusion of innovation in health care [report]. California health Care Foundation. [29 p.]

UNICEF (2008). Chatting with my best friend: Nepal’s first radio programme created for and by youth (web page). A good example of modeling (dialogue) and the importance of peer networks (listening groups). Retrieved from http://www.unicef.org/cbsc/index_44205. html. [2 p.]


Notes


Units 1 and 2 introduced individual-level and interpersonal-level change theories. In this unit we will focus on community-level theories of change.

• Ecological systems theory• Social convention theory7

7Note: There is emerging thinking on the definitions of “social norm” and “social convention” that is outside the scope of this course. However, an overview of perspectives will be covered in the required and optional readings section and will be discussed further during the face to face workshop.

Based on the readings and discussion, by the end of this unit, you will be able to:• Identify key concepts from each of

the community-level change theories presented.

• Apply “ecological systems” thinking to design a set of “layered” community activities.

As mentioned in the introduction, C4D is a process of facilitating social change that is bottom up, participant directed, and empowering. Community-level theories can be useful in helping us design communication interventions in which participants create change at the level of their communities or societies, rather than as individuals.

Community-level theories recognize that individuals do not exist in isolation: they interact with family members and peer groups, and they exist and function within a larger community. We can define community as a geographical designation, such as a neighbourhood or village. We can also use the term community to describe affinity groups, such as members of the same religious group, speakers of the same local dialect or a “community” of local high school parents.

Regardless of whether membership in a community is determined by geography or by affinity, theories that attempt to explain and/or predict behaviour at this level are concerned with groups that are larger than the individual and the interpersonal level.

Community-level theories of behaviour change include but are not limited to concepts related to the psychological characteristics of the individual: community-level concepts can be located in the cultural and social realms.


LEARNING OBJECTIVES

MODULE 2 / UNIT 3:Community-Level Change Theories


REQUIRED READINGBicchieri, C. (2006). The grammar of society: The nature and dynamics of social norms. New York: Cambridge University Press. [preface and pp. 1–3]. [8 p.]

Christina Bicchieri, author of “The Grammar of Society,” describes norms in this way:

”Like a grammar, a system of norms specifies what is acceptable and what is not [acceptable] in a social group. And analogously to a grammar, a system of norms is not the product of human design and planning.” In other words, our behavior and actions may be affected by norms, without being explicitly or publicly recognized as “norms.”

DISCUSSIONAnswer one or more of the following questions:

1. What are some of the prevailing social, cultural and/or gender norms in the communities where you work that affect (positively or negatively) the work you are trying to do?

2. Based on your understanding of the readings, is the concept of “norms” useful for your work? Why or why not?



REQUIRED READINGSBicchieri, C. (2006). The grammar of society: The nature and dynamics of social norms. New York: Cambridge University Press. [preface and pp. 1 – 3]. [8 p.]

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist (July 1977). 513 – 522. [9 p.]

Paquette, D., and Ryan, J. (n.d.). Bronfenbrenner’s ecological systems theory. Retrieved from http://pt3.nl.edu/paquetteryanwebquest.pdf. [4 p.]

UNICEF (n.d.). Coordinated strategy to abandon female genital mutilation/cutting in one generation: A human rights-based approach to programming [technical note]. Retrieved from http://www.polisci.ucsd.edu/~gmackie/documents/unicef_ coordinated_strategy_to_abandon.pdf. [pp. 1-3, 13-18, and 22-25]. [12 p.]

National Social Norms Institute (2002). What is social norms theory? Retrieved from http://www.socialnorm.org/pdf/themainframe.pdf. [2 p.]

REQUIRED VIEWINGSvideo: A fun musical animation video illustrating Brofenbrenner’s ecological systems theory. (Perhaps an inspiring format for future C4D interventions!) http://www.youtube.com/watch?v=sjhDYR1NbZY

Graphic:Ecological systems theory brief synopsis [1 p.] viewing 2: Ecological systems theory graphic [1 p.]

OPTIONAL READINGSDepartment of Families, housing, Community Services and Indigenous Affairs (2009). Longitudinal study of Australian children: Key research questions. [technical report]. Retrieved from http://www.aifs.gov.au/growingup/pubs/reports/krq2009/ KeyResearchQuestionsJuly09.pdf. [9 p.]



Airhihenbuwa, C.O., and Webster, J. D. W. (2004). Culture and African contexts of hIv/ AIDS prevention, care and support. Journal of Social Aspects of hIv/AIDS Research Alliance 1(1). 4 – 13. [9 p.]

Drinkwater, M. (2009). “We are also human”: Identity and power in gender relations. In S. hickey and D. Mitlin (Eds.), Rights-Based Approaches to Development (pp. 145-162). Sterling, vA: Kumarian Press. [18 p.]


Notes


MODULE 2 / UNIT 4:Choosing Among Change Theories

In the previous three units, we examined three different sets of theoretical tools: individual-level behaviour change theories, interpersonal-level behaviour change theories, and community-level behaviour change theories.

To explore ways to choose among theories — of choosing between communication tools — in this unit we will cover the following topics:

• Traditional (scientific) approaches to evaluating theory

• Alternative (ethical) approaches to evaluating theory

• The Social Ecological Model of approaching theory

Based on the readings and discussion, by the end of this unit, you will be able to:• Describe the role of values and

assumptions embedded in theory• Distinguish among different levels

of theory for application to C4D interventions to achieve social and behavioural change

• Argue for the use of different levels of theory when engaging with different social issues

Communication theories are similar to the tools we use to build a house or fix a car — different tasks call for different tools. Different communication tasks are best performed with the right theories. And, in order to build the most effective communication strategy, you probably want a variety of tools and knowledge of when and where to use each tool.

however, since you have a set of individual-level tools, another set of interpersonal-level tools, and yet another set of community-level tools, how do you know which tool to use for the job? This is the question you will address in this unit.


LEARNING OBJECTIVES


DISCUSSION

While theories and concepts are often most effective when paired and combined (especially across the individual, interpersonal and community levels), for this exercise you are meant to simply “hook” your colleagues on theory by championing one or more concepts from the readings on theory that think can be immediately useful to them. Consider who you work with and the types of problems/issues they face and “pitch” your concepts to them. Post this contribution and please identify who you would like to address – the post can take the format of a short memo or email.

Example: To my peers in the health section: I want to share with you what I’ve recently learned about the concept of “X” — it helps us understand that “X, Y, Z” and it can help you accomplish “A, B & C.”



REQUIRED READINGSThe traditional (scientific) means of evaluating theory:Littlejohn, S., (1983). Theory in the process of inquiry. In S. Littlejohn, Theories of human Communication (3rd ed.), (pp. 21- 37). Belmont, CA: Wadsworth. [17 p.]

WikiBooks (2009). Introduction to Communication Theory/Evaluating Theory (web page). Retrieved from http://en.wikibooks.org/wiki/Introduction_to_Communication_ Theory/Evaluating_Theory. [3 p.]

National Guidance Research Forum (n.d.). how do we choose between theories? Retrieved from http://www.guidance-research.org/EG/impprac/ImpP2/how-do-we [2 p.]

Lau, J., and Chan, J. (n.d.). Choosing among theories. Critical Thinking Web. Retrieved from http://philosophy.hku.hk/think/sci/induction.php. [1 p.]

Alternative (ethical) means of evaluating theory:Gumucio-Dagron, A., (2007). Playing with fire. CFSC/MAZI articles. Retrieved from http://www.communicationforsocialchange.org/mazi-articles.php?id=354. [7 p.]

Note: In Module 1, Unit 3, you read Silvio Waisbord’s (2001) article, Family tree of theories, methodologies, and strategies in development communication. You do not need to read this article again, but you may wish to refer to it as a tool for considering the position of theory in C4D.

OPTIONAL READINGSMeans of combining theories:Stokols, D. (1996). Translating social ecological theory into guidelines for community health promotion. American Journal of health Promotion 10(4). 282 – 298. [16 p.]

California Department of Public health (n.d.). Social ecological model [white paper]. Retrieved from http://www.cdph.ca.gov/programs/cpns/Documents/Network- Appendix6SocialEcologicalModel.pdf. [3 p.]



Centers for Disease Control and Prevention (n.d.). violence prevention – The social- ecological model: A framework for prevention (web page). Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html. [2 p.]

Brieger, W. (n.d.). health behavior and the ecological model [powerpoint presentation]. Retrieved from http://ocw.jhsph.edu/courses/SocialBehavioralFoundations/PDFs/ Lecture2.pdf. [Slides 53-72]. [22 slides (powerpoint).]


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