BEHAVIOUR CHANGE COMMUNICATION - BCC
(CHE 213)
Unit: 1
Topic: Concept of Community
Instructional Materials:
Visual Materials Charts
Models
Writing Materials
Teaching Methods:
Group
Role Play
Demonstration
Type of Assessment:
Assignment/MCQ
Learning Objectives:
By the end of the lesson students will be able to;
1. Define the community
2. List the organizational structure of a Community
3. Identify the types of leadership style in a Community
4. Enumerate the structure of a household.
5. Explain the structures of an organization.
Summary of Contents
Introduction
1
It deals on the community, it composition, structure, house hold
structure, leadership style and delegation of powers and
responsibilities.
Definition of Community
A Community is human population living in the same geographical area
interdependent to each other sharing a common culture, beliefs, philosophy.
Defination It refers to people inhabiting a certain locality, having some degree of
political autonomy, a sense of fellowship, uniform set of religious beliefs.
Perhaps ethnic homogeneity and often a particular dominant occupational
function.
Organizational Structure of a Community
A Community is structurally organized in the following Strata
Upper Class Citizens
Middle Class Citizens
Lower Class Citizens
Types of leadership in a Community
Modern Leadership
Traditional Leadership
Religious Leadership
House Hold Structure (Power/Decision Making)
A house is structured that powers and decisions making is often times saddle
to the Father who provides the needs and has absolute control of the house
or the family in all facet of life. However, in the absence of the father the
mother takes charge temporarily pending his arrival.
Structure of an Organization
Functional Organization
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Projectized Organization
Matrix Organization
Functional Organization: In this type people are group according to areas
of specialization for instance marketing, human resources or technical
people etc
Project Organization: under this the entire organization is organized by
projects. The entire resources are dedicated to project; the project manager
has total control.
Matrix organization: It attempt to strengthen project zed and functional
organization. Project org. ensure dedication of project resources to project,
on the other hand functional org. ensure sustainability of the organization
since the resources turn back to their department once the project is over.
STUDENTS ACTIVITY
Topic Concept of Community
LEARNERS OUTCOME
1. Define Community
2. List Structure of Community
3 Identify types of leadership
TASK
1 In pairs, brainstorm on the concept and definition of Community
2 Role play to demonstrate leadership
Unit: 2
Topic: Social Cultural Practice
3
Instructional Materials:
Visual Materials Charts
Models
Writing Materials
Teaching Methods:
Group
Role Play
Demonstration
Type of Assessment:
Questions and Answers
MCQ
Learning Objectives:
At the end of the lesson learners will be able to
1. Define Health Behavior
2 List out cultural practice that influence health behaviour
3 Identify intervention measures to cultural practice which influence
health behaviour
4. Demonstrate cultural practices that influence health behaviour
Summary of Contents
Introduction:
4
The change of negative behavior to positive one is the core concern of
Behavioral Change Communication. This unit attempts to explain how social
practices of the community influence human behavior in number of ways.
Definition of Health Behavior
Health behavior is define as any action or an attitude
portray by an individual or group of people focus on
prevention, promotion and maintenance of health,
which is regarded as positive health behavior. Example
attending ANC by pregnant women during pregnancy
period or regular brushing of teeth etc.
CULTUR
AL PRACTICE INFLUECING HEALTH BEHAVIOUR
Social activities
Marrieges
Community development
INTERVENTION MEASURES TO CULTURAL PRACTICE INFLUECING
HEALTH BEHAVIOUR
Community Orientation
House To House Mobilazation
Health Talks at Health Facility
DEMONSTRATE CULTURAL PRACTICE INFLUECING HEALTH BEHAVIOUR
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Sallah .Local Boxing etc
Acting as Husband, wife etc
Conduct of Sanitations
STUDENTS ACTIVITIES
TOPIC: Social Cultural Practice
LEARNAERS OUTCOMES
1 Define Health Behavior
2. List Cultural Practice Influencing Health Behavior
3. Demonstrate Cultural Practice Influencing Health Behavior
TASK
Multiple Choice Questions
Class presentations
Unit: 3
Topic:
General concept of Behaviour Change Communication
Instructional Materials:
Visual Materials Charts
6
Models
Writing Materials
Teaching Methods:
Group Buzz
Role Play
Demonstration
Type of Assessment:
Assignment/MCQ
Class Presentation
Learning Objectives:
At the end of the lesson learners will be able to
1 Define Behavior Change Communication
2. List differences between Health Education and Health Promotion
3. state the principles of Health Promotion
4. Explain the basic elements of communication
5. Describe health communication and its importance
Summary of Contents
Introduction
Unit 3 discusses the general concept of BCC, in terms of meaning,
differences between health education and health promotion, principles of
health promotion, elements of communication, channel of communication,
communication processes, technology used in communication and barriers to
effective communication.
Definition of Behavior Change Communication
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According to Runswick and David (1976) BCC is defined as process of giving
information which leads to a modification attitudes, a new point of view from
which we derived change of behavior in respect to health. Lucas and Grilles
(1977) pointed out that when a health worker successfully imparts
information in such a way that the recipient is motivated to use that
information for the promotion, protection and maintenance or restoration of
his family or community’s health.
List differences between Health Education and Health Promotion
Health Education
Health Education is an Academic Discipline
Health Education is a Professional Field
Health Education bridges gap between scientific
discovery and it application
Health Promotion
Behavioural Change
Attitudinal Change
Life Style
State the principles of Health Promotion
Clarify Ideas
Examine the true purpose of Communication
Consider social setting of Man
Consult Community Leaders/Members in Planning
Communication
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Consider overtones and the basis of each message.
Follow up Communication
Explain the basic elements of communication
Encoder Who the Message sender Initiator or Originator
Message What piece of information to be delivered (Health
Inform)
Chanel Pipe through which the message is given (Writen,
Verbal and Non – Verbal Charnels).
Decoder The receiver, Communication, one who acted when
message is given (Recipient).
Feedback Reply, response, effect. Result received from the
decoder as a reply to the message which could be positive or
negative..
Describe health communication and its importance
It refers to knowledge, ideas, experience or health program provided by
writing, verbal or non verbal channels to individual or groups of people for
the safety and maintenance of their health via the medium of health
education.
Importance
Creating Health awareness among Community Members
Provide social cohesion in the Community
It encourage leadership roles and followership sprits
It prevent prevalence of diseases in the Community
It aid in organization and conduct of Health Program.
STUDENTS ACTIVITIES
TOPIC:
General concept of Behaviour Change Communication
9
LEARNAERS OUTCOMES
1. Define Behavior Change Communication
2 List differences between Health Education and Health Promotion
2 state the principles of Health Promotion
3 Explain the basic elements of communication
4 Describe health communication and its importance
5 Identify various channels of communicating health messages to
individuals, families and communities
Task
1 In pairs, brainstorm on the differences between Health Education and
Promotion, basic elements of communication, description on process of
communication etc
2 Buzz group discussion on Barriers to effective Communication.
Unit: 3
Sub - Topic:
General concept of Behaviour Change Communication
Instructional Materials:
Visual Materials Charts
Models
Writing Materials
Teaching Methods:
10
Group Buzz
Role Play
Demonstration
Type of Assessment:
Assignment/MCQ
Class Presentation
Learning Objectives:
At the end of the lesson learners will be able to
1. Identify various channels of communicating health messages to
individuals, families and communities
2. state the need for use of multi-mix communication channels
3. Describe the process of health communication and list the guidelines
for message development
4. Explain the various educational technologies used in health
communication and Identify factors that facilitate effective health
communication
5. Identify and explain the barriers to effective health communication.
6. Summary of Contents
7. Introduction
8. Unit 3 discusses the general concept of BCC, in terms of meaning,
differences between health education and health promotion, principles
of health promotion, elements of communication, channel of
communication, communication processes, technology used in
communication and barriers to effective communication.
1. Identify various channels of communicating health messages to
individuals, families and communities
Identify various channels of communicating health messages to
individuals, families and communities
11
Written Channel
Verbal Channel
Non - Verbal Channel
State the need for use of multi-mix communication channels
Language Difference
Visually Impairement
Aduio Impairement
Describe the process of health communication and list the
guidelines for message development
Encoder Message Channel
Feedback Decoder
The guidelines for message development
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Planning Consultations Organazations
Implimentation Follow - up
Explain the various educational technologies used in health
communication and Identify factors that facilitate effective health
communication
Print Media
Electronic Media
Print Media
Posters
News Papers
Magazines/ Journals
White board/Chalk Board
Books\
News Letters etc.
Electronic Media
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Television
Radio
Projector
Computers
Compact Disc CD
Digital Video Disc
Mobiles Sets etc
Factors that facilitate effective health communication
Knowledgeable Health Educator
Conducive Environment
Adequate provision of equipment/facilities
Proper selection of Topic/Subject Matter
Appropriate selection of Language, sign and symbol to be used
Proper organization and implementation etc.
Identify and explain the barriers to effective health communication
Differences in Perception:
One of the most common sources of communication barriers is individual in
perception; people with different background of knowledge and experience
often perceive the same phenomena from different perspectives. For
instance, a health practitioner may instruct a mother to improve her child’s
diet, explaining that lack of adequate diet can cause kwashiorkor. However,
the mother may have a different perception; she may believe that it is evil
spirits sent by the gods as punishment or witchcraft practice that have
caused the condition. Whereas it is a known scientific fact that inadequate
diet leads to kwashiorkor in children, the mother’s perception here differs
radically
Distrust: credibility of a message is, to a large extent, function of the
credibility of the sender in the mind of the receiver (11). The receiver
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should have confidence in the sender. For instance, the teenage
tetanus toxoid immunization program has sparked off some distrust in
some parts of Nigeria that it is to render girls infertile. This distrust
could come from a non-reliable source of information or a twist of
meaning to fit their preconceived ideas.
Hidden Agenda (problems).
Emotionally: Emotional actions and reactions like; anger, defence,
empathy, patience, active listening, influence how we understand
other’s message and how the influence other with our messages. For
example, harsh words and outrageous attitude from the health
practitioners’ scares client from seeking explanation, and this create
communication gaps.
Age differences: it is a common situation to see a young health
practitioner have a meeting with the elders of the community. The
elders may take him to be too young to give them the required health
information. This is a barrier that is slowly gaining currency in health
education programmes and activities.
Ineffective communication skills: these are especially noticeable
where there is inconsistent verbal and non-verbal communication (11).
We think of language as the primary medium of communication but
the messages we send and receive are strongly influenced by such
non-verbal factors as; body movements, clothing, the distance from
the person we are talking t, our posture, gesture, facial expressions
and eye movement and body contact. For instance, a health
practitioner that always wears a frown may be unpopular with the
clients despite his or her attempt to treat clients kindly and fairly, if
they react to his or her non-verbal signals rather than his or her verbal
ones.
Non-Conducive environment: physical factors such as a small-
congested lecture hall, noise, overland of message, lack of privacy,
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may prevent effective communication, some human physical barriers
to community include: deafness, dumbness and difficulty in speaking
(dysathria).
Socio-economic and cultural status : the pattern of social life in
the cities with amenities and infrastructure like electricity, pipe-born
water, good roads, electronic media, schools and abundant health
facilities, is quite different from the rural life where people move from
their hamlets to the farm with only the streams as their source of
water
STUDENTS ACTIVITIES
TOPIC General Concept of Behaviour Change Communication
LEARNAERS OUTCOMES
1. Identify various channels of communicating health messages to
individuals, families and communities
2. State the need for use of multi-mix communication channels
3. Describe the process of health communication and list the guidelines
for message development
4. Explain the various educational technologies used in health
communication and Identify factors that facilitate effective health
communication
6. Identify and explain the barriers to effective health communication
Task
3 In pairs, brainstorm on the differences between Health Education and
Promotion, basic elements of communication, description on process of
communication etc
4 Buzz group discussion on Barriers to effective Communication.
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Unit: 4
Topic:
Community mobilization for health action
Instructional Materials:
Visual Materials Charts
Models
Writing Materials
Teaching Methods:
Group
17
Role Play
Demonstration
Type of Assessment:
Assignment/MCQ
Learning Objectives:
By the end of the lesion learners will be able to
1. List the importance of community mobilization for health action
2. Identify various Methods of community mobilisation for health action
3. Describe various health development committees in PHC
Summary of Contents
Introduction:
The positive effects of hygienic condition cannot be overemphasis, this unit
discusses various methods of community mobilization, its importance and
committees that ensure health activities for community development.
Summary of Contents
List the importance of community mobilization for health action
It encourage community participation
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It create awareness in the community members on health services
provided in the community
It inform and educate the community members on health services
available to them with a view to helping them decide on to use the
facilities
It support and see the support of the community members in planning,
implementing programmes in their locality for their improved living
condition.
Identify various Methods of community mobilisation for health
action
Interview Method, Group Discussion
Physical Examination,Observation
Review of existing records
Describe various health development committees in PHC
Primary Health Care health development committees are group of selected
interested individuals who represents the community in planning and
managing PHC at level in which it is operating. The various committees at
various levels are
At Village/Community level
The Village development committee VDC
The Ward development Committee WDC
Health facility development committee HFDC
The Local Government Area PHC development committee
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Primary Health Care Technical Committee
Foot Notes
Each of the committee is made of up the following structure
Composition
Terms of reference
Operational guidelines
Students Activities
Topic:
Community mobilization for health action
Learners Outcomes
1. List the importance of community mobilization for health action
2. Identify various Methods of community mobilisation for health action
3. Describe various health development committees in PHC
Task
Take home Assignment
Questioning and Answers
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Unit: 5
Topic: Current Trends in Health Promotion
Instructional Materials:
Visual Materials Charts
Models
Writing Materials
Teaching Methods:
Group
Role Play
Demonstration
Type of Assessment:
Assignment/MCQ
Learning Objectives:
At the end of the lesson learners will be able to
1. Define full meaning of BCC, IEC, BCSC, and SBCC
2. Differentiate between Health Education and Health Promotion
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3. List factors Influencing Health Promotion
Summary of Contents
Introduction:
Discussion is focus on social changes in communicating health information in
the community to meet the dynamic community changes of the millennium.
Meaning of BCC, IEC and SBCC
Behavioral Change Communication (BCC)
Information Education Communication (IEC)
Social Behavioral Change Communication (SBCC)
Health promotion is vital component of public health practice. During lasr
two decades, health promotion has been consolidated and institutionalized.
Public health practitioners, policy makers, academicians and researchers
recognized the role of health promotion in improving public health. In 2009,
HP was re – defined as “Health promotion HP is the art of and science of
helping people discover the synergies between their core passion and
optimal health.
Factors Influencing Health Promotion
There are various factors which influence health promotion activities and
must be kept in mind while developing health promotion programs. These
include:
Culture
Religion
Age
Gender
Literacy level
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Access to Modern Technology
1 Culture has different roles, responsibilities assigned to men and women.
In some culture role of women is of primary care taker for the rest of the
family. To fulfill this role she needs to sacrifice some of her personal
preferences.
Age and gender, on the concept of health and illness can be highlighted by
the excerpt from a qualitative study conducted amongst Russian immigrant
women, to determine their perception regarding breast cancer screening.
The response of a 74 year lady was, “what good would it make if I started
rushing between medical offices for this and that? They would surely, some
diseases. No body of my age is totally healthy. It wills of waste of time, you
cannot live forever.
Literacy, Literacy in general and health in particular influence the concept of
health and illness, as a result of increasingly complex and technologically
sophisticated modern heath care system.
Differentiate between Health Education and Health Promotion
According to World Health Organization (WHO) Health Education is
defined as a process of providing simple, clear, accurate scientific
information in such a way that the recipient is able to received,
understand and acted upon to bring about a positive change in health
behavior. W.H.O, also defined Health Promotion HP as a process of
enabling people to increase control over their own health. It covers a
wide range of social and environmental interventions that are designed
to benefits and protect individual people’s health and quality of life by
addressing and preventing the root causes of ill health, not just
focusing on treatment and cure. HP composed of three elements:
Good Governance For Health
Health Literacy
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Healthy Cities
Students Activities
Topic:
Current Trends in Health Promotion Learners Outcomes
Learners Outcomes
1 Provide full meaning of BCC, IEC, BCSC, and SBCC
2. Differentiate between Health Education and Health Promotion
3. List factors Influencing Health Promotion
Task
Take home Assignment
Questioning and Answers
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