Module 2: Behaviour and Social Change Theory in C4D

Unit 3: Community-Level Change Theories

  • Introduction
  • Discussion
  • Readings/Resources

 

bckgrndIntroduction

Units 1 and 2 introduced individual-level and interpersonal-level change theories. In this unit we will focus on community-level theories of change. Social change results from multi-level changes, in other words, changes that occur at the individual, interpersonal, and community level.

In this unit, we will cover:

  • Ecological systems theory
  • Social convention theory

 

    Note: There is emerging thinking on the definition of social norms and social conventions 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.

 

l_objectivesLearning Objectives

Based on the readings, viewings, 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. 

 

bckgrndBackground

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.

bulbCommunity-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.

 

DiscussionDiscussion

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

Bicchieri, 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 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.” 

 

respDiscussion Questions

Answer one or more of the following questions:

  1. Please give an example of how prevailing social, cultural, or gender norms have affected the adoption of certain practices in your own experiences or based on knowledge you have.

  2. Based on your understanding of the readings, is the concept of “norms” useful for your work? Why or why not? How can you approach your work through a social norms lens? Does the concept of social norms lend itself better to certain issues or areas of your work?

If you are not currently field-based staff, you can describe any context/situation that you are familiar with from your own community, your own workplace, from your knowledge/experience with UNICEF work in general. 

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.


Note: The more you contribute to and read the discussion board the more you can learn from your peers!

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readingReadings and Resources

Required Readings

Bicchieri, 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.]

 

videoRequired Viewings

Video 1: Bronfenbrenner's Ecological Systems Theory

  • A fun musical animation video illustrating Brofenbrenner’s ecological systems theory. (Perhaps an inspiring format for future C4D interventions!)

Viewing 1: Ecological systems theory brief synopsis [PDF] [1 p.]

Viewing 2: Ecological systems theory graphic [PDF] [1 p.]

Video 2: Hedy Ip talks about the ways in which C4D relies on theory

  • Hedy Ip, Nutrition Specialist in Myanmar, talks about the ways in which theory is often incorporated into C4D work. sometimes without the realization of the strategist.

 

readingOptional Readings

Department 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.]