INTRODUCTION

MODULE

A LEARNING PACKAGE FOR SOCIAL AND BEHAVIOR CHANGE COMMUNICATION FACILITATOR’S GUIDE
 
 
C­Modules: A Learning Package for Social and Behavior Change 
Communication (SBCC) 
 
 
 
 
 
 
Communication for Change (C‐Change) Project 
Version 3 
 
May 2012 
 
 
 
 
 
 
 

                     
 
This publication is made possible by the generous support of the American people through the United States Agency for International 
Development (USAID) under the terms of Agreement No. GPO‐A‐00‐07‐00004‐00. The contents are the responsibility of the C‐Change project, 
managed by FHI 360, and do not necessarily reflect the views of USAID or the United States Government.  
The six modules can be freely adapted and used, provided full credit is given to C‐Change. Recommended citation: 
C‐Change. 2012. C­Modules: A Learning Package for Social and Behavior Change Communication (SBCC). Washington, DC: C‐Change/FHI 360. 
 
 
 
 
 
 
 
 
C‐Change is implemented by FHI 360 and 
 
its partners: CARE; Internews; Ohio 
 
University; IDEO; Center for Media 
 
Studies, India; New Concept, India; Soul 
 
City, South Africa; Social Surveys, South 
 
Africa; and Straight Talk, Uganda.  
 
 
 
 
 
 
 
 
 
 
 
 
Contact information:  
C‐Change  
FHI 360 
1825 Connecticut Ave., NW, Ste. 800  
Washington, D.C., 20009  
USA  
tel: +1.202.884.8000; fax: +1.202.464.3799  
Email: cchangeCS@fhi360.org  
Website: www.c‐changeproject.org 
MODULE 0 INTRODUCTION
Table of Contents
Table of Contents ..................................................................................................................................................................................................................................................................13
Overview ..................................................................................................................................................................................................................................................................................14
Module 0, Session 1: SBCC Defined ...............................................................................................................................................................................................................................17
Module 0, Session 2: This Course...................................................................................................................................................................................................................................18
Module 0, Session 3: Current Projects .........................................................................................................................................................................................................................19
Module 0, Session 4: Characteristics of SBCC ...........................................................................................................................................................................................................20
Module 0, Session 5: Ten Cross-Cutting SBCC Principles ....................................................................................................................................................................................23
Closing of Introduction Module: Tools ........................................................................................................................................................................................................................24

FACILITATOR’S GUIDE C-MODULES: MODULE 0 PAGE 13

MODULE 0 INTRODUCTION
Overview
Proposed Workshop Structure of Module 0
Day 1
Welcome/Personal Introductions 0-4 Characteristics of SBCC
A Process
0-1 SBCC Defined A Model
A Set of Key Strategies
0-2 This Course
Objectives, Preview, Priorities 0-5 Ten Cross-Cutting Principles of SBCC
Logistics, Ground Rules, Workshop Approach
Closing of Introduction Module/Preview of Module 1
0-3 Current Projects

Objectives:

By the end of this introduction, participants will have:

assessed their current work in terms of SBCC
described examples of advocacy, social mobilization, and behavior change communication
explained how SBCC principles have contributed to actual programs

FACILITATOR’S GUIDE C-MODULES: MODULE 0, OVERVIEW PAGE 14

MODULE 0 INTRODUCTION
Recommended for all Modules
1. A full Practitioner’s Handbook in binders for each participant, including tabbed dividers between each module.
2. Large posters of graphics:
C-Planning
Socio-Ecological Model
Key Strategies
3. Small posters, each naming one of the 10 SBCC principles

Recommended Graphics, Worksheets, Checklists, and Templates for This Module

Graphics Worksheets, Checklists, and Templates
C-Planning Worksheet: Current Projects
Socio-Ecological Model for Change Worksheet: A Socio-Ecological Model for Change
The Theoretical Base of the Socio-Ecological Model and Worksheet: Key Strategies of SBCC
Concepts of Selected SBCC Theories Worksheet: Ten SBCC Principles
Three Key Strategies of SBCC

FACILITATOR’S GUIDE C-MODULES: MODULE 0, OVERVIEW PAGE 15

MODULE 0 INTRODUCTION

Welcome/Personal Introductions
Use any number of ways to encourage participants to introduce themselves to each other and to connect to the topic of the workshop. Here’s one
idea called “What we have in common”:

1. Before the activity begins, write words or phrases on the back of each
participant’s name tag before they arrive. Some examples are: female/male, See the preparation section of this guide for:
favorite radio programs, family, place of birth, place of residence, hobbies, ideas for openers and closers to use throughout this
favorite TV shows, etc. course
a short list of references about effective workshop
2. Pass out the name tags to the participants. Make sure they cannot see each design and facilitation
other’s tags.
If this group is unaccustomed to a dialogue-based
3. Ask the participants to wander around the room and find out how their approach and/or visualized learning, you may want to
name tag is similar or different from others. For example, if the word or note some of the features of such an approach, as
phrase on a participant’s name tag says “hobbies,” they should try to find described in the preparation section.
out what hobbies they have in common—or not—with another person. Or if
a name tag says “place of residence,” they should discuss the similarities or
differences between where they and other participants live.

4. Have the participants come together in plenary. Participants should introduce themselves and report their findings from the activity (informal
research).

Note that this kind of activity will be helpful later in Step 2 of this course, where audiences are identified based on their similarities and
differences.

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MODULE 0 INTRODUCTION
Module 0, Session 1: SBCC Defined
1. Form small groups of three and distribute blank cards to each group.
Encourage participants to apply SBCC concepts and
2. Ask participants to exchange ideas around the following question:
tools to real-life project examples.
What is social and behavior change communication to you?
This session is useful to gather a wealth of examples
3. Groups should record key terms or concepts that come up during the group
provided by the participants themselves that can be
discussion by writing them on cards. Once groups are finished discussing, in
used throughout the workshop.
plenary, share the cards, discuss, and listen to the range of ideas associated
with SBCC.
Opening with this short dialogue about SBCC enables
participants to make sense of the schedule when they
After the activity, review the short definition of social and behavior change
see it.
communication in the Handbook. Make the definition come alive by providing
one short example of how SBCC might look in an actual program. Connect this
This opening exercise serves as a quick assessment of
short definition to the ideas captured on cards.
your group’s prior understanding of SBCC. It also gives
you language to work with that is already familiar.
Feel free to replace the short story of SBCC provided in the Handbook. An
This session models the approach of this course for
example would work well if it is jargon-free and a clear illustration of SBCC in
participants by:
action.
building on what participants already know
4. Remind participants that as the day progresses, they will expand on this view ensuring all voices are heard
of SBCC and organize their thinking about it in terms of three characteristics: providing practical examples to accompany
a process for doing SBCC, a model for analysis, and a set of three key complex concepts.
strategies.

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MODULE 0 INTRODUCTION

Module 0, Session 2: This Course

1. In plenary, review the course objectives and discuss how they will be accomplished during the course. Make a note of how the group’s
priorities (as expressed through the pre-workshop assessment) will be addressed in the schedule.

Keep in mind that there is a project team assignment at the close of each module designed to bring together the strands of learning from that
module; mentally highlight where the group might want more guidance before proceeding.

2. In plenary, review the general time schedule and logistics for each day. Have participants sign up for any of the following roles on each day of
the workshop:
a report team that designs and leads Yesterday’s Learning. The report team should meet briefly with course facilitator(s) each evening
to clarify questions and to create an exercise around anything that wasn’t clear.
a logistics support team that assists the process throughout the day and keeps the learning space organized.
an energizer team that suggests and leads energizers as needed. The team should plan energizers that fit well with the topic of the session
they are used in.
a timekeeper who works with facilitators to alert everyone to mutually agreed upon end times.

3. To make this learning event productive and satisfying, close the session by naming and posting agreed-upon guidelines.

4. In plenary, point out the overview of C-tools: worksheets, checklists, and graphics included in the Handbook. This advanced preview is,
like giving someone a map before showing them the journey on which they’re about to embark

The preparation section offers an example of a pre-workshop assessment that

helps you learn about the participants’ priorities.

If you did not get any data from such an assessment, you can now ask the group to
identify parts of this schedule that seem the most useful to them and why. Keep a
large copy of the schedule visible throughout the course.

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MODULE 0 INTRODUCTION

Module 0, Session 3: Current Projects

1. Set up the room for a marketplace by organizing small display spaces: small tables, easels, and wall space.

2. In project teams, have participants think about a communication project they recently worked on or that is currently under way.
Encourage them to pull out any samples of project work they brought along with them to the workshop (e.g., research data, project
descriptions, or sample materials).

Participants should create a chart to list or illustrate any aspects of the sample project that they feel conveys the purpose of the project.
Encourage them to use the “Current Projects” worksheet in the Handbook to guide their thinking.

3. Have each project team set up their chart in one display area and choose one group member who will stay with the display to discuss the
project with others (taking turns so everyone has a chance to speak). Other participants should circulate among the different teams and ask
questions.

This icon indicates when project teams are to work together on an assignment. Otherwise all other group work should be across
project teams. In this course, project teams periodically work together to apply key steps of SBCC to a real-life project. Take time now to
form the project teams and to match each team with one of the course facilitators who will provide input and will coach the team’s work
as the course unfolds.

For workshop purposes, a marketplace is a mini exhibit hall in

which participants, individually or in teams, organize and display
work, while others wander about visiting, discussing, and
appreciating other group work. The marketplace will vary
depending on the number of days in the workshop. It is suggested
that at least one full hour is devoted to this exchange—estimate six
project teams—using 10 minutes to visit each display.

For a more structured version of this marketplace concept, see

VIPP manual, p.105: “Information Market,” cited in the appendix.

FACILITATOR’S GUIDE C-MODULES: MODULE 0, SESSION 3 PAGE 19

MODULE 0 INTRODUCTION
Module 0, Session 4: Characteristics of SBCC
1. Explain to the participants that SBCC has three characteristics as outlined in the Handbook. As a group, look briefly at each of the SBCC
characteristics one-by-one, but don’t go into much depth on any of the three, since the purpose is merely to introduce participants to each
one.

Characteristic 1: SBCC is a Process

2. Once the three characteristics have been briefly explored, examine the first
characteristic in-depth by reviewing the C-Planning graphic—an illustration
If the participants want to go more in-depth on the
of the SBCC process.
characteristics, please refer them to the SBCC Theory
PowerPoint in the Additional Resources section of
3. Ask participants to think of one or two examples that illustrate how these
the C-Modules.
different steps have played out in their work. Once a few participants have
shared their examples, ask if there are any questions about C-Planning.
When groups complete work in project teams, they
should present their work to other participants for
4. In project teams, have participants choose one SBCC effort to work on comments and feedback. As time may not allow for
during this course. It does not need to be a project that the team described all teams to present after each activity, the facilitator
earlier in Session 3. Ideally, it is either a REAL project that has yet to begin, or should develop a method where one or two teams
one that is in its early stages. Have participants discuss the following will share at a time, or even form groups where
questions: teams present to each other (e.g., groups 1 and 2
Which of these steps have you already completed? present to each other while groups 3 and 4 present to
What has been challenging? each other). The team-sharing exercise in modules 1–
5, requires project teams to present their completed
work to the group. However, presenting their work
piecemeal throughout the module is helpful to groups
and other participants.

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MODULE 0 INTRODUCTION
Characteristic 2: SBCC Uses a Socio-Ecological Model for Change
1. Explain to the participants: Previously, psychological models looked at motivators for the individuals directly affected by an issue. This was
followed by psycho-social models, which examined the factors that directly influenced those individuals. Socio-cultural models were then used to
understand the direct and indirect influences on these individuals. Now a socio-ecological model is used as it addresses multiple levels for change.

2. In plenary, examine the second characteristic of SBCC by studying the graphic and the description of the socio-ecological model for change
provided in the Handbook. Examine characteristic 2 of SBCC and review the example: a look at how a young woman relates to her
environment using a socio-ecological model.

3. Reform project teams and have them discuss the following questions:
How do you see your current work when viewed through the lens of this holistic model?
How does your current work address the different rings of this model?

4. Encourage teams to use the “A Socio-Ecological Model for Change” worksheet to map out ways in which their current efforts touch on the
different rings of influence.

If you want to go more in-depth into the theoretical base of the socio-ecological model, use the theory corner in this session. Please review the
Supplemental Facilitator’s Guide on the Application of SBCC Theories and Concepts for ideas on how to facilitate the theory content, theory
corner, and use of the appendix that describes the theoretical base of the socio-ecological model in this session.

The history of theories and models for change is undoubtedly of high interest to many participants, and it is an important backdrop for
this work. However, it can consume time and may be intimidating content for some participants on the first day. These options are
suggested instead:
1. Conduct a short, interactive session that focuses only on a subset of theories named in the Handbook (page 11). To prepare, make
posters naming the theories and post them around the room. In plenary, have the participants study the brief descriptions of the
theories in the Handbook. Have participants stand or sit near the one that best captures the way they have previously thought
about behavior change. Form a group with others standing at each chart and respond to the questions:
What has been useful about this theoretical model for you? How has it fallen short of what you needed?
2. Offer a Practitioner’s Handbook reading pointing out:
the theoretical base of the socio-ecological model and concepts of selected SBCC theories graphic
the table in the appendix “The Theoretical Base of the Socio-Ecological Model” as optional background reading for
participants
3. Schedule an optional evening session to explore change models and theories in greater depth using these materials and the C-
Change Theory PowerPoint (available in Additional Resources). To make this useful for participants, break the slideshow into
chunks so that selected models/theories are discussed one at a time and applied to the work that participants are doing.

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MODULE 0 INTRODUCTION
Characteristic 3: SBCC Operates through Three Key Strategies (Advocacy, Social Mobilization, and
Behavior Change)
1. Examine characteristic 3 of SBCC with the participants.

2. In small groups of three, have each person take one card with a definition of In the Handbook you’ll find a brief description of the
one of the three key SBCC strategies (previously prepared). Each participant three key strategies, a graphic to illustrate how they
will write down how they have seen the strategy on the card applied in their work together, a tool with brief definitions of each
work and discuss their responses with the group. strategy, and some reflective questions for the groups
that can be used for the exercise. You’ll also find an
3. After the small group discussion, the participants should post their answers example of the three strategies working together,
on the three key strategies graphic. After all the participants have posted, which you could use or replace with an example of
review in plenary the groups’ responses. your own. You may simply review the example
provided in Session 1, this time with the three key
4. In plenary, review the example: combining advocacy, social mobilization, strategies in mind.
and behavior change communication. Point out to the participants how the
key strategies work together, and their link to services and products to Note that more detailed definitions of the three key
support change. strategies can be found in the glossary located in the
appendices at the end of the Handbook.
5. Emphasize that SBCC is not simply aimed at individual behavior change, but
also offers strategies for social and environmental change as well. Ask
participants:
What does this example teach you about the three strategies of SBCC?
What are your questions?

If you want to go more in-depth into the theoretical base of the socio-ecological
model, use the theory corner in this session. Please review the Supplemental
Facilitator’s Guide on the Application of SBCC Theories and Concepts for
ideas on how to use the theory corner.

If time allows before Session 5, return to the cards

from Session 1 with the terms and concepts
associated with SBCC. Ask participants to place their
cards on any of the posters representing the three
characteristics of SBCC.

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MODULE 0 INTRODUCTION

Module 0, Session 5: Ten Cross-Cutting SBCC Principles

1. In plenary, read through the list of SBCC principles in the Handbook and posted on large cards. Ask participants:
What stands out for you?

2. Have participants form small groups of two or three, asking them to find one or two people with whom they have not yet worked today.

3. In the small groups, participants should think back on the project examples shared earlier today. They can use the “Ten SBCC Principles”
worksheet to identify which principles applied to the SBCC examples provided by the group throughout the day. In plenary, have participants
share their group work and discuss:
When have you seen this principle in action? How?

4. In plenary, have each participant answer the following question:

Which of these SBCC principles speaks most loudly to you right now? Why?

5. Tell participants that these principles will be reviewed again periodically during the course.

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MODULE 0 INTRODUCTION

Closing of Introduction Module: Tools

If time allows, you may close by bringing participants’ attention overview of tools (Session 2) for SBCC. All of these are contained in their Practitioner’s
Handbook. In the C-Modules, tools are any instrument (e.g., worksheet, checklist, or graphic) that assists or guides practitioners in the understanding
and application of concepts in their programmatic work.

If you are doing this Introduction Module on the first day of a full workshop, you may ask each participant to circle the tools that they think will be
most useful for them as the course unfolds. Continue to have participants identify which tools are of greatest interest and adjust your course plans to
make sure that ample time can be devoted to the tools they prioritize.

If you have done this Introduction Module as a standalone, show participants how they could access these tools on their own—using the guide, taking
the online course (http://www.ouwb.ohiou.edu/c-change/default.asp), or taking the full face-to-face course, which walks participants through all
steps of SBCC using these tools.

FACILITATOR’S GUIDE C-MODULES: MODULE 0, CLOSING PAGE 24