Module 2: Behaviour and Social Change Theory in C4D

Unit 2: Interpersonal-Level Change Theories

  • Introduction
  • Discussion
  • Readings/Resources

 

bckgrndIntroduction

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 individual members of a key participant group.

In this unit, we will 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:

  • Social learning theory (also called social cognitive theory)
  • Diffusion of innovations. [1]
  •  

l_objectivesLearning Objectives

Based on the readings, viewings, 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 interventions [2]

 

bckgrndBackground

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

The table below provides a description and the "key concepts" of Social Learning Theory and Diffusion of Innovations.

Social Learning Theory Diffusion of Innovations
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. In the table, we provide an example of some practical "imperatives" or what you can do to apply the theory in your C4D work. 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: Social Learning Theory Key Concepts: Diffusion of Innovations
Environment

Factors physically external to the person.

To do: Provide opportunities and social support.

Relative Advantage

The degree to which an innovation is perceived as better than the idea it supersedes.

Expectations

Anticipatory outcomes of a behavior.

To do: Model positive outcomes.

Compatibility

The degree to which an innovation is perceived as being consistent with the values, past experiences, and needs of potential adopters.

Observational Learning

Learning that occurs by watching the actions and outcomes of others’ behavior.

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

Complexity

The degree to which an innovation is perceived as difficult to understand and use.

Social Learning Theory Diffusion of Innovations
Reinforcements

Responses to a person’s behavior that increase or decrease the likelihood of reoccurrence.

To do: Promote self-initiated rewards and incentives

Trialability

The degree to which an innovation can be experimented with on a limited basis.

Self-Efficacy

A person’s confidence in performing a particular behavior.

To do: Approach behavioral change in small steps to ensure success

Observability

The easier it is for individuals to see the results of an innovation, the more likely they are to adopt it.

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.

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.

 

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1. Diffusion 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).

2. We use the broad term “C4D interventions” (rather than “campaign”) because it is broad and 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.

 

Discussion Discussion

Before participating in this discussion be sure to read the following document from this unit's required reading list:

Greiner, K. (2012), Linking theory and strategy in Communication for Development: The examples of Entertainment 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.

 

respDiscussion Questions

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

  1. Think about your own living and working context and share examples how certain people's behaviours (positive or negative) have influenced other community members. Examples that you consider possibly unique to your community/country/region are particularly encouraged.  Draw on some concepts from the theories to explain why you think this change occured.
  1. Which concepts from Social Learning Theory and/or Diffusion of Innovations do you find potentially relevant/useful for C4D work? You are also free to describe theories/concepts that you found limited or LESS useful.

If you are in group 1: Click here to go to the discussion site.

If you are in group 2: Click here to go to the discussion site.

If you are in group 3: Click here to go to the discussion site.


Be sure to examine the posts of colleagues and, whenever possible, comment on their contributions. As an online learning community, the more we exchange the more we can learn from one another!

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readingReadings and Resources

Required Readings

Social 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, K. (2012). Linking theory and strategy in Communication for Development: The examples of Entertainment

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

 

videoRequired Viewing: Social Learning Theory

Video 1: Albert Bandura’s “Bobo Doll” experiment

Video 2: Professor Thomas Valente on Diffusion of Innovations theory

Video 3: Soul City Potbanging Episode

 

readingOptional Readings

Social Learning Theory

Papa 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 Innovations

Bertrand, 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). Retrieved from http://www.unicef.org/cbsc/index_44205.html. [2 p.]