behaviour change Eugene assignment

BEHAVIOR CHANGE COMMUNICATION (BCC)
FOR HIV/AIDS
A S T R A T E G I C F R A M E W O R K

This work was supported by the United States Agency for International Development (USAID) as part of Family
Health International’s Implementing AIDS Prevention and Care (IMPACT) Project (Cooperative Agreement
HRN-A-00-97-00017-00) and does not necessarily reflect the views of USAID or FHI.
FHI implements the USAID IMPACT Project in partnership with the Institute of Tropical Medicine Management
Sciences for Health Population Services International Program for Appropriate Technology in Health and the
University of North Carolina at Chapel Hill
© September 2002
Family Health International
Institute for HIV/AIDS
2101 Wilson Boulevard, Suite 700
Arlington, VA 22201 U.S.A.

BEHAVIOR CHANGE COMMUNICATION (BCC)
FOR HIV/AIDS
A S T R A T E G I C F R A M E W O R K
GLOSSARY 3
I. INTRODUCTION 5
II. THE ROLE OF BEHAVIOR CHANGE COMMUNICATION 5
III. THE PROCESS OF BEHAVIOR CHANGE: A FRAMEWORK
FOR BCC DESIGN 7
IV. BCC GOALS 8
V. GUIDING PRINCIPLES 8
VI. FHI’s APPROACH 9
VII. BCC STRATEGY DEVELOPMENT AND PLANNING 9
State program goals
Involve stakeholders
Identify target populations
Conduct formative BCC assessments
Segment target populations
Define behavior change objectives
Design BCC strategy and monitoring and evaluation (M&E) plan
Develop communication products
Pre-testing
Implement and monitor
Evaluation
Feedback and redesign
VIII. CHALLENGES 19
IX. MANAGEMENT OF BCC AND BUDGET 19
X. CAPACITY-BUILDING 20
XI. LINKAGES AND PARTNERSHIPS 20
XII. CONCLUSION 21
XIII. FURTHER READING 21
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GLOSSARY
BEHAVIOR CHANGE INTERVENTION (BCI): A combination of activities/interventions tailored to
the needs of a specific group and developed with that group to help reduce risk behaviors and vulnerability to
HIV by creating an enabling environment for individual and collective change.
BEHAVIOR CHANGE COMMUNICATION (BCC): An interactive process with communities (as
integrated with an overall program) to develop tailored messages and approaches using a variety of
communication channels to develop positive behaviors; promote and sustain individual, community and
societal behavior change; and maintain appropriate behaviors.
FORMATIVE BCC ASSESSMENT: Research conducted before the start of a project to help staff
establish target population profiles to be used in developing messages.
GATEKEEPER: A person outside a target audience who has both influence and control over access to that
audience.
GOAL: The hoped-for result of a program or project.
INTRAVENOUS DRUG USER (IDU): A person who injects drugs (and thereby raises his or her risk of
HIV infection).
INFORMATION, EDUCATION AND COMMUNICATION (IEC): Development of communication
strategies and support materials, based on formative research and targeted at influencing behaviors among
specific groups.
OBJECTIVE: A specific, measurable and time-bound result.
OPINION LEADER: A person who has great influence over members of a target audience.
PLHA: Person/s living with HIV/AIDS.
STRATEGIC PLANNING: A disciplined effort to generate fundamental decisions and actions that will
shape and guide the direction of a project or program. Strategic planning is flexible, often iterative and long-
range, covering a period of three to five years. It includes setting the project’s/program’s goals, strategies and
objectives.
STRATEGY: A coordinated and comprehensive plan for guiding multiple actions or activities that are aimed
at achieving a project’s goal and objectives.
STAKEHOLDER: A person or group with an interest in the outcome of an intervention.
SEX WORKER (SW): A person who sells sex in exchange for money, commodities, or services.
TARGET POPULATION: A group within a population who share similar characteristics and behaviors,
and upon whom BCC activities are focused.
TRADITIONAL MEDIA: Channels of communication that are usually culture- or community-specific.
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I. INTRODUCTION
Behavior change communication (BCC) is an interactive process with communities (as integrated with an
overall program) to develop tailored messages and approaches using a variety of communication channels to
develop positive behaviors; promote and sustain individual, community and societal behavior change; and
maintain appropriate behaviors.
In the context of the AIDS epidemic, BCC is an essential part of a comprehensive program that includes
both services (medical, social, psychological and spiritual) and commodities (e.g., condoms, needles and
syringes). Before individuals and communities can reduce their level of risk or change their behaviors, they
must first understand basic facts about HIV and AIDS, adopt key attitudes, learn a set of skills and be given
access to appropriate products and services. They must also perceive their environment as supporting
behavior change and the maintenance of safe behaviors, as well as supportive of seeking appropriate
treatment for prevention, care and support.
In most parts of the world, HIV is primarily a sexually transmitted infection (STI). Development of a
supportive environment requires national and community-wide discussion of relationships, sex and sexuality,
risk, risk settings, risk behaviors and cultural practices that may increase the likelihood of HIV transmission.
A supportive environment is also one that deals, at the national and community levels, with stigma, fear and
discrimination, as well as with policy and law. The same issues apply in parts of the world where unsafe
injection of illegal drugs is the chief source of new infections.
The AIDS epidemic forces societies to confront cultural ideals and practices that can contribute to HIV
transmission. Effective BCC is vital to setting the tone for compassionate and responsible interventions. It
can also produce insight into the broader socioeconomic impacts of the epidemic and mobilize the political,
social and economic responses needed to mount an effective program.
FHI’s pragmatic BCC approach, based on sound practice and experience, focuses on building local, regional
and national capacity to develop integrated BCC that leads to positive action by stimulating society-wide
discussions. BCC is both an essential component of each program area and the glue between the various
areas. However, society-wide change is slow; changes achieved through BCC will not occur overnight.
This document outlines FHI’s BCC strategy for HIV/AIDS. It has been developed for use by donors,
partners, collaborators and potential collaborators.
II. THE ROLE OF BEHAVIOR CHANGE COMMUNICATION
BCC is an integral component of a comprehensive HIV/AIDS prevention, care and support program. It has
a number of different but interrelated roles. Effective BCC can:
Increase knowledge. BCC can ensure that people are given the basic facts about HIV and AIDS in a
language or visual medium (or any other medium that they can understand and relate to).
Stimulate community dialogue. BCC can encourage community and national discussions on the basic
facts of HIV/AIDS and the underlying factors that contribute to the epidemic, such as risk behaviors
and risk settings, environments and cultural practices related to sex and sexuality, and marginalized
practices (such as drug use) that create these conditions. It can also stimulate discussion of healthcare-
seeking behaviors for prevention, care and support.
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Promote essential attitude change. BCC can lead to appropriate attitudinal changes about, for
example, perceived personal risk of HIV infection, belief in the right to and responsibility for safe
practices and health supporting services, compassionate and non-judgmental provision of services,
greater open-mindedness concerning gender roles and increasing the basic rights of those vulnerable to
and affected by HIV and AIDS.
Reduce stigma and discrimination. Communication about HIV prevention and AIDS mitigation
should address stigma and discrimination and attempt to influence social responses to them (see box).
Create a demand for information and services. BCC can spur individuals and communities to demand
information on HIV/AIDS and appropriate services.
Advocate. BCC can lead policymakers and opinion leaders toward effective approaches to the epidemic.
Promote services for prevention, care and support. BCC can promote services for STIs, intravenous
drug users (IDUs), orphans and vulnerable children (OVCs); voluntary counseling and testing (VCT) for
mother-to-child transmission (MTCT); support groups for PLHA; clinical care for opportunistic
infections; and social and economic support. BCC is also an integral component of these services.
Improve skills and sense of self-efficacy. BCC programs can focus on teaching or reinforcing new
skills and behaviors, such as condom use, negotiating safer sex and safe injecting practices. It can
contribute to development of a sense of confidence in making and acting on decisions.
STIGMA
Stigma is a mark of shame or discredit on a person or group. Stigma can manifest itself in a variety of
ways, from ignoring the needs of a person or group to psychologically or physically harming those who
are stigmatized. Stigma is often felt by PLHA, men who have sex with men (MSM), sex workers (SWs),
IDUs, migrant populations and others.
The importance of addressing stigma in the context of BCC campaigns has programmatic implications
that transcend questions of compassion and humane treatment. Failure to address stigma jeopardizes
BCC programs in critical ways:
Prevention. BCC programs that fail to address stigma allow some people to ignore the messages of
HIV prevention. Stigma can cause people to perceive individuals with or at risk for HIV as the other
(“them”), reinforcing their feeling that HIV “couldn’t happen to me.” Failure to address stigma can also
deter individuals from seeking out VCT and proper medical care, including MTCT prevention services.
Stigma is also sometimes attached to carrying condoms. Stigma can work against prevention programs;
for example, an outreach or peer education program for MSM, IDUs, or SWs can be damaged by
“round-ups” and detention of beneficiaries.
Quality of care. Stigma can perpetuate harmful practices, such as discrimination against or poor
treatment of PLHA, IDUs, MSM, or SWs. A BCC campaign to increase demand at a health facility
would be hurt if poor quality of care were encountered there by PLHA.
Policy. Programs that fail to address stigma help perpetuate discriminatory laws and practices and, in
some cases, result in failure to enforce laws against them. Such programs also miss an opportunity to
influence policy direction.
BCC programs that address stigma can work with and employ people from traditionally stigmatized
groups, such as PLHA, SWs and MSM, as advocates for policy change. Such individuals can also serve
as dedicated caregivers, social workers, peer educators and role models for change.
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III. THE PROCESS OF BEHAVIOR CHANGE: A FRAMEWORK FOR BCC DESIGN
BCC has its roots in behavior change theories that have evolved over the past several decades. These theories
are valuable foundations for developing comprehensive communication strategies and programs. FHI’s BCC
practitioners draw upon various models and theories to design effective programs and activities. These
include the Diffusion of Innovations model (Everett Rogers), the Stages of Change model (Prochaska,
DiClemente and Norcross), the Self-Efficacy model (Bandura) and the Behavior Change Continuum (World
Bank). FHI BCC practitioners use a combination of theories and practical steps that are based on field
realities, rather than relying on any single theory or model. The following figure is based on the prevailing
models and theories, and is one framework that guides FHI’s BCC design.
Figure 1. A framework for BCC design
Creating an enabling
environment--
policies, community
values, human rights
Providing user-
friendly, accessible
services and
commodities
Providing effective
communication
ChannelsEnabling factors
Community
networks and
traditional
Media
Interpersonal/
group
communication
Mass
media
Unaware
Aware
Concerned
Knowledgeable
Motivated to change
Practicing trial behavior
change
Practicing sustained
behavior change
Stages of behavior change
continuum
When changing behavior, the individual, community, or institution goes through a series of steps—
sometimes moving forward, sometimes moving backward and sometimes skipping steps. Even when
individuals, communities, or institutions adopt new behaviors, they may at times revert to old behaviors, at
least under certain circumstances. Understanding where the majority of a group is in the change process is
crucial when designing a BCC strategy.
Different channels have been shown to be more effective at different stages of the continuum and for
achieving different goals. Communication through mass media can ensure that correct information reaches a
specific population and can model positive attitudes, but when an individual or community is motivated to
attempt new behaviors, policies and the larger social environment become more important. When audiences
become ready to change, the activities, services, or products being promoted must be available to them.
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IV. BCC GOALS
Behavior change communication goals need to be developed in the context of overall program goals and
specific behavior change goals. The following highlights the place of BCC goals within an overall program.
Program goal: Reduce HIV prevalence among young people in urban settings in X country.
Behavior change goals:
Increase condom use
Increase appropriate STI care-seeking behavior
Delay sexual debut
Reduce number of partners
BCC goals:
Increase perception of risk or change attitudes toward use of condoms
Increase demand for services
Create demand for information on HIV and AIDS
Create demand for appropriate STI services
Interest policymakers in investing in youth-friendly VCT services (services must be in place)
Promote acceptance among communities of youth sexuality and the value of reproductive health services
for youth (services must be in place)
BCC goals are related to specific issues identified when assessing the situation, knowledge, attitudes and skills
that may need to be changed to work toward behavior change and program goals.
V. GUIDING PRINCIPLES
BCC should be integrated with program goals from the start. BCC is an essential element of HIV
prevention, care and support programs, providing critical linkages to other program components,
including policy initiatives.
Formative BCC assessments must be conducted to improve understanding of the needs of target
populations, as well as of the barriers to and supports for behavior change that their members face (along
with other populations, such as stakeholders, service providers and community).
The target population should participate in all phases of BCC development and in much of
implementation.
Stakeholders need to be involved from the design stage.
Having a variety of linked communication channels is more effective than relying on one specific
one.
Pre-testing is essential for developing effective BCC materials.
Planning for monitoring and evaluation should be part of the design of any BCC program.
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BCC strategies should be positive and action-oriented.
PLHA should be involved in BCC planning and implementation.
VI. FHI’S APPROACH
BCC is both an essential component of an HIV/AIDS program and a support element in the program’s
service, mitigation and policy components. FHI develops BCC in the context of a prevention, care and
support program. FHI advocates moving beyond individual communication products to an integrated
use of many different interventions, products and channels, woven together into a comprehensive
strategy. A BCC strategy based on sound formative BCC assessment can ensure that communication
effectively influences community discussions and social norms and plays an important role in services and
individual and community behavior, once services and commodities are in place.
FHI works to contribute to national program goals and collaborate with other national, regional and
international partners to achieve greater impact. Linkages with other BCC in-country initiatives and programs
are essential to ensure the effectiveness of FHI’s BCC initiatives.
VII. BCC STRATEGY DEVELOPMENT AND PLANNING
To put this approach into action, FHI promotes a practical, step-by-step methodology for developing and
implementing a BCC strategy. The following steps are meant as a general guide, rather than as a blueprint.
Where local situations vary, the strategy should be adapted accordingly. (It should be noted that some of
these steps may take place simultaneously. For example, monitoring the involvement of stakeholders will
happen throughout all steps of strategy development.)
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Figure 2. Steps in developing a behavior change communication strategy
1.
State program
goals 3.
Identify target
populations
6.
Define behavior change
objectives
7.
Design BCC strategy
and M & E plan
8.
Develop
communication
products10.
12.
Analyze feedback and revision
11.
Evaluate
9.
Pre-test
2.
Involve
stakeholder 4.
Conduct
formative BCC
assessments
5.
Segment target
populations
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State program goals
FHI’s program goals are designed in coordination with national HIV and AIDS strategies. Clearly identifying
overall program goals is the first step in developing a BCC strategy. Specific FHI program goals are
established after reviewing existing data, epidemiological information and in-depth program situation
assessments.
Involve stakeholders
Key stakeholders need to be involved early on in every step of the process of developing HIV/AIDS
programs and their BCC components. Stakeholders include policymakers, opinion leaders, community
leaders, religious leaders and members of target populations, including PLHA. Their active participation at
appropriate stages of BCC strategy development is essential. A stakeholders’ meeting should be held at the
planning stage to obtain guidance and commitments to the process and to develop coordination mechanisms.
Identify target populations
To develop communication, it is important to identify the target populations as clearly as possible. Target
populations are defined as primary or secondary. Primary populations are the main groups whose
HIV/AIDS-related behavior the program is intended to influence. Secondary populations are those groups
that influence the ability of the primary population to adopt or maintain appropriate behaviors. For example,
an HIV program may seek to increase condom use among sex workers and clients (primary populations). But
to achieve this objective, it may be necessary to change the behavior or gain the support of brothel owners
and police (secondary populations).
Target populations include:
Individuals at high risk or vulnerability, such as sex workers, their clients, youth, migrant workers,
IDUs, or uniformed services personnel
People providing services, such as health workers, private practitioners, pharmacists, counselors and
social service workers
Policymakers, such as politicians
Leaders and authorities, formal and informal, including law-enforcement, social and religious leaders
Local communities and families
Conduct formative BCC assessments
A formative BCC assessment should start by seeking out all available studies, including data from in-depth
assessments or rapid ethnographic assessments, behavioral surveillance surveys and other related studies.
After synthesizing this information, a formative BCC assessment protocol can be developed. The formative
BCC assessment should collect information on:
Risk situations, showing in detail how decisions are made in different situations, including what
influences the decisions and settings for risk
Why individuals and groups practice the behaviors they do, and why they might be motivated to change
(or unable to change) to the desired behaviors
Perceptions of risk and risk behaviors
Influences on behavior, such as barriers or benefits
Insights of opinion leaders
Patterns of service use and opinions about these services
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Perceptions of stigma and discrimination
Future hopes, fears and goals
Media and entertainment habits
Health care-seeking behaviors
Positive deviants, or those most willing to model change
Media resources
Formative BCC assessments make use of qualitative methods, such as focus group discussions, key informant
interviews, direct observation, participatory learning methods, rapid ethnographic assessments, mapping and
in-depth interviews. Where possible, the organizations that are directly engaged with the population, such as
community-based and non-governmental groups, should participate in the formative BCC assessment with
assistance from appropriate research institutions.
Segment target populations
Based on the formative BCC assessment, target populations can then be segmented. For example, sex
workers can be grouped more specifically according to work location (street, home, brothel), income level,
ethnicity, or language.
Population segments are often defined by psychosocial and demographic characteristics. Psychosocial
characteristics include the knowledge, attitudes and practices typically demonstrated by a given group or
audience; or by their role in society, their formal and informal responsibilities and their level of authority.
Demographic characteristics include age, place of residence (or work), place of birth, religion and ethnicity. In
addition, structural factors and settings (e.g., in the workplace, risk settings, border settings) should also be
considered. For example, if sex workers and truck drivers are the target population, border crossings and
truck stops constitute risk settings.
Define behavior change objectives
Whether the target population is a particular group or the general public, it is important first to refer to the
HIV/AIDS program behavior change objectives. What changes in behavior does the program intend to
achieve? While behavior changes may not have been specified in project documents, they can be inferred
from project goals. Following are some common behavior change objectives:
Increased safer sexual practices (more frequent condom use, fewer partners)
Increased incidence of healthcare-seeking behavior for STIs, TB and VCT (for example, calls or visits to
facilities)
Increased use of universal precautions to improve blood safety
Increased blood donations (where appropriate)
Improved compliance with drug treatment regimens
Adherence by medical practitioners to treatment guidelines
Increased use of new or disinfected syringes and needles by IDUs
Decline in stigma associated with HIV/AIDS
Reduced incidence of discriminatory activity directed at PLHA and other identified high- risk groups
Improved attitudes and behavior among healthcare, social service and other service delivery workers who
interact with PLHA, SWs, IDUs and other marginalized groups
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Increased involvement of opinion leaders and policymakers, private sector managers and community
members
Increased involvement in self-help and homecare initiatives
Design BCC strategy and Monitoring and Evaluation (M&E) Plan
A BCC strategy is best designed in a participatory fashion, including members of target populations,
organizations planning to work with them and stakeholders. Designing a BCC strategy is more than a matter
of developing messages and media materials for dissemination. It is necessary to find the right mix of
approaches to involve target populations—that is, to get their attention—and to promote and enable action.
A well-designed BCC strategy should include:
Clearly defined BCC objectives
An overall concept or theme and key messages
Identification of channels of dissemination
Identification of partners for implementation (including capacity-building plan)
A monitoring and evaluation plan
Taking each target population’s needs and situation into consideration, along with the initiatives that answer
those needs, a theme and key messages must be developed to provide a framework around which focused
communication activities can be planned. Ideally, well-tested messages developed with the participation of
target populations are disseminated through a variety of channels—mass media, interpersonal
communication, traditional media, community-based activities and advocacy—to ensure that aspects of the
information received by the target populations reinforce each other. With proper planning, BCC program
implementers can build on existing quality communication and benefit from existing opportunities. Mutually
reinforcing messages lend legitimacy to one another and stimulate community discussion and dialogue.
Interpersonal communicators, such as peer educators, outreach workers, counselors and other service
providers, need to be prepared and well informed of both the findings of formative research and the key
messages, so that their work will support that of the campaign and vice versa. For example, to make use of
research findings and the content of messages, they will need to know any internal and external barriers and
enabling factors. They should be prepared to promote services and products and to deliver communication
messages. They will need to know of and be prepared to build on other communication activities. For
example, they will have to enure that audiences are aware of various mass communication activities and
promote the discussion of messages. If mutually reinforcing messages are to be delivered and community
discussion stimulated, this preparation is essential.
It is also important to ensure that HIV and AIDS messages not conflict with the messages of other
organizations. For example, in many countries, public health authorities promote condoms, but religious
organizations promote fidelity and oppose condom use. It may be necessary to find ways to work around
conflicting messages from other sources. It is essential to prepare community-based communication and
training service workers to deal with potential conflicts.
Define BCC objectives
Observable changes in behavior, as specified in the behavior change objectives, are a final program outcome.
Such changes are generally preceded by intermediate changes. Such changes include:
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Knowledge change: an increase in knowledge among targeted youth of modes of transmission
Attitude change: an increase in perception of personal risk or a change in authorities’ attitudes toward
promoting condoms to youth
Environmental change: a decrease in harassment of sex workers by police or an increase in acceptance
of messages about condom use on television
Although some of these changes are not directly related to behavior change, they can function as necessary
environmental antecedents or as shifts that reflect an increasingly supportive environment.
An effective BCC strategy needs to be developed to guide achievement of intermediate and longer-term
outcomes. Examples of BCC objectives are:
Increased demand for information about HIV and AIDS. (Youth will ask for information about HIV and
AIDS.)
Increased knowledge about HIV and AIDS. (Youth will have correct knowledge of modes of
transmission of HIV and AIDS.)
Increased self-risk assessment. (Truck drivers will say that if they do not use condoms they feel at
increased risk of contracting HIV.)
Increased demand for information on STIs. (Miners will ask for more information on STIs.)
Increased demand for services. (Sex workers will demand VCT services.)
Develop themes and messages
It is important to develop an overall theme that will appeal to and attract target populations. The theme
should stem from the BCC formative assessment and further consultation. The theme will provide overall
guidance for the development of messages, all of which will therefore be consistent with the theme.
The theme should be positive. It is now commonly understood that fear campaigns and campaigns blaming
particular groups are ineffective. Most experts agree that fear tends to focus an audience’s attention on what
not to do, or what to avoid. Approaches are more effective when they promote positive messages that state
clearly what audiences can and should do.
Themes should also avoid blaming or stigmatizing. Messages that blame a particular group can backfire,
especially in AIDS programs, by diverting audiences’ attention from their own needed behavior changes.
Such messages can also encourage discrimination, stigma and even physical harm to PLHA and other
vulnerable groups. Stigma and denial can in turn cause people to avoid services that may benefit them.
The theme should call attention to the campaign and link its various elements together, functioning as a sort
of umbrella. It should be catchy and devised in such a way that all target populations can relate to it and
identify with it. People who see different messages for different audiences should be able to link any of these
diverse elements with the theme of the campaign.
Effective prevention and care messages should diplomatically “push the envelope,” if necessary, and, to avoid
conflict, take into account the country’s traditions, culture, norms and values.
A message consists of carefully crafted information that is targeted at specific population groups. It should be
designed to meet BCC objectives and to stimulate discussion and action. Messages are the most critical
element in developing a BCC strategy—and they are the area where most strategies fail.
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Using standard methodology, FHI works through a series of steps to develop the overall theme and key
messages.
Step 1. Develop a profile of the target population from formative BCC assessment.
Step 2. Identify desired behavior change.
Step 3. Understand and take into account the varying situations that could affect action and decision-making.
Step 4. Identify the information or data that you want understood by the target population.
Step 5. Develop key benefit statements that take the hopes and aspirations of the target population into
account: “If I do X (use condoms, get information, seek out treatment), I will benefit by Y”
(remaining fertile, being seen as responsible, protecting my family, saving money, looking smart and
sophisticated, attracting the opposite sex, etc.) Whatever the benefit, it will have to outweigh any
disadvantages or “costs” the audiences might feel.
Step 6. Develop messages from key benefit statements. Messages should be simple, attractive and make clear
the benefits of what is being promoted, through words or images.
Messages that promote products, such as condoms, must include information on where to get those products
and how to use them. If a message promotes skill development or specific services, then the services that are
being promoted must actually exist.
People may also need messages that help them feel they can succeed. This may be accomplished through
messages that model success and positive outcomes.
Choose channels
A channel is the way a message is disseminated. It is important to know which channels can most effectively
reach particular target populations. Identifying the range of available channels should be part of every
formative BCC assessment.
Messages can be delivered through mass media—for example, television or radio spots; articles in periodicals;
or material in brochures, posters, flip charts, picture codes or comics—or in-person, by health workers, peer
educators, counselors, or other trained personnel. Additional means of delivery include musical or dramatic
performances and community events. Messages can be reinforced with “gimmicks” such as key chains or
stickers.
It is important to think about how particular channels can help achieve particular goals. Each medium has its
own advantages and disadvantages, so that each may be best suited to a particular circumstance. For example,
research has shown that mass media can raise awareness of specific facts, because the mass media are
assumed to carry a certain authority and reliability. Mass media can also model behaviors and positive
attitudes in the person of respected members of the target community. Later on in the process, however,
target populations appear less interested in media authority than they are in the opinions and behaviors of
people to whom they feel close. Interpersonal communication becomes primary, while the mass media play a
supporting role.
If mass media are used, it is important to know which radio stations and TV programs are popular with the
target population. It may not be cost-effective to use a less expensive AM news station if the message is
intended for youth who primarily listen to FM music stations.
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Peer education (or peer facilitation) is a cornerstone of all interventions with target populations. In Peer
Education, Concepts, Uses and Challenges (UNAIDS 1999), a literature review was reported to have found that
peer education has an overwhelmingly positive impact on STI or HIV incidence and risk behaviors. Peer
educators can help reach specific groups, model safe behaviors, stimulate community discussions and provide
referrals to appropriate services.
In resource-constrained settings, it is especially important to look for opportunities to link various channels,
taking advantage of a maximum number of opportunities. If there is a national campaign, for instance,
interpersonal messages should be linked to messages in the mass media. If the chief medium chosen is radio
talk shows for youth, issues related to youth and HIV/AIDS should be scheduled as discussion topics. Links
should also be created to messages that promote condoms through a social-marketing campaign.
Develop monitoring and evaluation plan
A plan for monitoring and evaluation needs to be drawn up during the initial stage of BCC strategy design.
The information to be gathered for BCC should be linked to the program’s overall monitoring system.
Monitoring is part of the ongoing management of communication activities, and it usually focuses on the
process of implementation. The following should be closely monitored:
Reach: Are adequate numbers of the audience being reached over time?
Coordination: Are messages adequately coordinated with service and supply delivery and with other
communication activities? Are communication activities taking place on schedule, at the planned
frequency?
Scope: Is communication effectively integrated with the necessary range of audiences, issues and
services?
Quality: What is the quality of communication (messages, media and channels)?
Feedback: Are the changing needs of target populations being captured?
To monitor the course of a BCC strategy properly, it is necessary to establish effective information-gathering
systems. These include reports, site visits and reviews of materials. Reporting tools and protocols must be
standardized to ensure consistency.
Periodic focus-group discussions and in-depth interviews can also help BCC programmers assess the
perceptions of target populations. Peer educators can collect responses from target populations to help
identify changes that may have to be made in the environment or aspects of communication and services that
may need to be addressed.
The evaluation of outcomes (actual, measurable changes in behavior and environment) is generally more
complex and may be beyond the resources and abilities of many country-level programs, and certainly of
projects. Good monitoring data enables programs to demonstrate the degree to which they have contributed
to changes as measured by national surveillance systems, such as the Behavioral Surveillance Survey (BSS).
Questions related to communication intervention can be added to such a survey to assess the activities’ reach.
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Choose partners
In developing a BCC strategy, it is important to identify key partners who can help design and implement its
components. Partners may include NGOs, government counterparts, media outlets, graphic designers, local
traditional entertainers, members of target populations and other program implementers. It is essential to plan
for capacity-building of partners (see below).
Develop communication products
Development of specific communication support materials should be based on decisions made about
channels and activities. They can include:
Print materials for peer educators, such as flip charts and picture codes
Print materials to support health workers on specific care issues
Television spots for general broadcast
Promotional materials about the project, for advocacy
Scripts for theater and street theater
Radio or television soap opera scripts
Conduct pre-testing
Pre-testing is key to ensuring that themes, messages and activities reach the intended target populations. It is
important to pre-test at every stage with all audiences for whom the communication is intended, both primary
and secondary. Pre-testing should be done of themes, messages, prototype materials, training packages,
support tools and BCC formative assessment instruments.
Pre-testing of media, messages and themes should evaluate:
Comprehension
Attraction
Persuasion
Acceptability
Audience members’ degree of identification
Several versions should be pre-tested and audience reactions compared.
Although not as important as pre-testing with members of the target population, pre-testing and discussions
should also be done with stakeholders, since their views may differ from those of the target population. This
is not always possible, but with an eye toward minimizing controversy, programmers should attempt it, since
disagreement with stakeholders can derail or compromise a program.
In the implementation phase, all elements of the strategy go into operation. An especially important element
is management. All partners, programmers and channels of the BCC strategy must be closely coordinated.
There must be links among critical program elements, such as supply and demand. If populations discover
that VCT services being promoted by BCC messages and materials are unavailable, the programs will suffer.
Timing and coordination are key to managing a program effectively. Because the BCC strategy is linked to
other parts of the prevention and care effort, BCC specialists must work as members of a broader team and
coordinate their activities. Coordinators of each component of the team should keep others informed of their
progress and activities. Ongoing communication with partners about areas outside of prevention and care
17

should also take place. Team members should track what gatekeepers, stakeholders and influential parties say
and do and, where appropriate, modify the campaign accordingly.
Working with these partners, programs must design formal mechanisms to ensure coordination and manage
any conflicts or problems that might arise. Examples of such mechanisms are regularly scheduled meetings
for the purpose of sharing monitoring information or reviewing and updating work plans. Identifying a focal
point within each organization can help ensure that communication is timely and appropriate.
It is also necessary during the implementation phase to review the preceding steps in the BCC process to
ascertain whether the program has been addressing the target audiences’ previously identified problems and
needs. This can also help identify whether behavior change and communication goals are being achieved, and
whether channels are being used as wisely as possible.
It is essential to budget adequately for all steps needed to develop a BCC campaign and program.
It is important that monitoring be carried out as planned. Often monitoring receives inadequate attention,
both in terms of collecting information and, still more often, in making sure it gets fed back in usable form to
people who need it for decision-making and field implementation. Specific personnel must be designated to
make sure that the monitoring plan is developed with input from the people who will use it; to make sure that
everyone involved knows the expected outcomes and has the appropriate tools and skills; and to make sure
that there is budget and time enough to carry the plan out.
Evaluate
Evaluation refers to the assessment of a project’s implementation and its success in achieving predetermined
objectives of behavior change. BCC interventions should be evaluated against their stated objectives and in
reference to a baseline that may be qualitative or quantitative (or both). For large-scale interventions, baseline
quantitative research may be repeated to demonstrate changes in knowledge, attitudes and reported behaviors
relative to communication and project-level behavior change objectives. Change can also be assessed through
qualitative research into target-group responses to interventions. Qualitative evaluation involves examining
data that are designed to illustrate changes in audience behavior.
Elicit feedback and modify the program
As programs evolve, target populations acquire new knowledge and behaviors, and communication needs
may change. The needs of target populations must be periodically reassessed to understand where they stand
along the behavior change continuum. As epidemics develop, the types of information and communication
needed by target populations evolve from basic HIV/AIDS information to discussions related to stigma, care
and support and sustaining safe practices. Monitoring and evaluation studies should lead directly to
modifications of the overall program, as well as of the BCC strategies, messages and approaches.
Day-to-day monitoring will provide information for making adjustments in short-term work planning.
Periodic program reviews can be designed to take a more in-depth look at program progress and larger-scale
adjustments or redesign. Involving stakeholders, target audiences and partners as much as possible will
provide a better look at what is happening; help make appropriate decisions; and make sure that the people
affected by any decisions will be fully aware of them.
18

VIII. CHALLENGES
This document addresses the ideal steps for developing BCC programs. It is important to keep in mind that
the process does not occur in a vacuum. Country programs are constantly dealing with the reality of day-to-
day work with local governments, communities, implementing partners and environments that may or may
not be amenable to the process of BCC and the issues of an HIV/AIDS program.
Challenges to BCC programmers include:
BCC vs. IEC. In practice, IEC has often resulted in the production of discrete communication materials.
The use of the term BCC is part of an effort to establish communication as strategic and integrated into
entire programs.
Integrating BCC into all programs. BCC is a component of all successful interventions and must be
included in their original design. However, in reality this doesn’t always happen. It is essential to
identify opportunities for improving the quality of communication components.
Limited training resources. Limited capacity and availability of trained, in-country resource people,
including advertising agencies and media outlets, can hamper the effective implementation of BCC
programs.
Political and physical environments. In some countries, geography and populational diversity can
complicate the development of BCC programs. This is especially the case where vast distances
must be covered, or multiple languages and cultural traditions included, in a single country
program.
Sustainability. To be effective, BCC strategies and components must evolve constantly to meet the
changing needs of target populations. This requires the continuous input of human and financial
resources.
Expanding the response. To have a real impact on the epidemic, responses must be expanded in
quality, scope of activities and geographic coverage. Expanding comprehensive BCC strategies is a
continuing challenge.
Budgets. The steps necessary to develop a comprehensive BCC strategy are often not adequately
budgeted. For example, a budget will be prepared for the production of materials but not for the process
necessary to develop the appropriate content. Capacity-building needs are ongoing and resource-intensive
and this must be taken into consideration. Donors and managers need to understand the costs and
benefits associated with BCC activities.
Linkages and coordination. FHI often works with partners. For BCC to be effective, their messages
and information should be coordinated. Building and maintaining linkages and coordination is an
ongoing challenge.
IX. MANAGEMENT OF BCC AND BUDGET
The BCC component of a project needs good management support to ensure correct sequencing of activities;
collaboration and coordination; identification of appropriate resources; and budgeting.
19

X. CAPACITY-BUILDING
Planning for ongoing communication capacity-building is essential in implementing a BCC strategy, whether
in regard to formative BCC assessment, design, communication product development, pre-testing,
monitoring, or evaluation. Capacity-building is also extremely important for personnel (peer educators,
outreach workers, counselors and community workers) whose primary responsibility is communicating with
target populations. Making sure that peer educators know about the timing, objectives and content of
messages through other channels, as well as providing those personnel with adequate communication skills
and support materials, will enable them to reinforce key messages and stimulate discussion. These individuals
should also be prepared to help people acquire essential new skills and prepare personal plans for action.
Communication training is also necessary for political, religious, social and cultural leaders and authorities.
Staff members of implementing agencies who will need to “sell” their programs to communities and
authorities will need new skills as well as support materials. Self-help groups and human rights advocacy
groups also need communication skills, particularly if they take on a significant role in building a supportive
environment and decreasing stigma. Other parties whose primary responsibility is service delivery will have a
communication role and need training in it as well; this includes clinical care providers, VCT staff and social
welfare staff.
Materials are meant to be used. Without good communication skills, the best materials are likely to fail and
messages are likely to get lost.
Training media professionals should also be part of the plan. Some of the broadest and most cost-effective
reach can be accomplished by making use of a well-oriented cadre of media personnel. (After all, they will be
producing media whether or not they are part of a program.) Conversely, untrained media personnel can
perpetuate myths, create stigma and harm the lives of PLHA and their families, however unintentionally.
Finding adequate capacity-building resources can also be a challenge. It is important to build the capacity of
implementing partners and of local, national, regional and international human resources. Strategies for
increasing capacity in the area of BCC include:
Quality strategic planning and design at the beginning of programs
Developing standardized tools, including training modules, guidelines and protocols (being developed
by FHI)
Setting up national, regional and international training programs
Developing a cadre of local, national, regional and international consultants who can provide quality
technical support
Working with networks of PLHA to develop their ability to communicate effectively.
XI. LINKAGES AND PARTNERSHIPS
FHI/IMPACT is working closely with Program for Appropriate Technology in Health (PATH) and
Population Services International (PSI) to develop and implement BCC strategies in numerous countries. FHI
also works with many local organizations and institutions.
20

XII. CONCLUSION
BCC should be linked to the overall goals and strategies of HIV/AIDS prevention, care and support
programs. Individuals who plan and implement HIV/AIDS programs should develop strategic approaches
that view BCC not as a collection of different and isolated communication tactics but as a framework of
linked approaches that function as part of an ongoing, interactive process.
XIII. FURTHER READING
Assessment and Monitoring of BCC Interventions: Reviewing the Effectiveness of BCC Interventions. Arlington, VA:
AIDSCAP/Family Health International, 1996 [published in English and French].
Behavior Change Communication for the Prevention and Treatment of STDs. Arlington, VA: AIDSCAP/Family Health
International, 1997.
Behavior Change through Mass Communication: Using Mass Media for AIDS Prevention. Arlington, VA: AIDSCAP/Family
Health International, 1996 [published in English and French].
Bertrand, Jane E. Communications Pre-testing. Chicago: Community and Family Study Center, University of Chicago,
Media Monograph 6, 1978.
Cabanero-Verzosa, Cecilia. Communications for Behavior Change: A Toolkit for Task Managers. World Bank Human
Development Department. Washington, DC: The World Bank, 1996.
Communications Framework for HIV/AIDS: A New Direction, UNAIDS/Pennsylvania State University, 1999.
Expanding the Global Response to HIV/AIDS Through Focused Action; Reducing Risk and Vulnerability: Definitions,
Rationale and Pathways. UNAIDS Best Practice Collection, Key Material, UNAIDS, October 1997.
HIV/AIDS Care and Support Projects: Using Behavior Change Communication Techniques to Design and Implement Care and
Support Projects. Arlington, VA: AIDSCAP/Family Health International, 1997.
How to Conduct Effective Pre-tests: Ensuring Meaningful BCC Messages and Materials. Arlington, VA: AIDSCAP/Family
Health International, 1996 [published in English and French].
How to Create an Effective Communication Project: Using the AIDSCAP Strategy to Develop Successful Behavior Change.
Arlington, VA: AIDSCAP/Family Health International, 1996 [published in English, French and Spanish].
How to Create an Effective Peer Education Project: Guidelines for AIDS Prevention Projects. Arlington, VA:
AIDSCAP/Family Health International, 1996 [published in English and French].
Introduction to Supplement Issues: “Communications for HIV/AIDS Prevention, Care and Support:
Contexts for Individual and Social Change,” Journal of Health Communication, Vol 5. Supplement, 2000.
Making Prevention Work: Global Lessons from the AIDSCAP Project 1991–1997
Partnership with the Media. Arlington, VA: AIDSCAP/Family Health International, 1997.
Peer Education and HIV/AIDS, Concepts, Uses and Challenges. UNAIDS Best Practice Collection, Key Material,
December 1999.
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Policy and Advocacy in HIV/AIDS Prevention. Arlington, VA: AIDSCAP/Family Health International, 1997.
Rogers, Everett. Diffusion of Innovations, 4th ed. New York: The Free Press, 1995.
Theory at a Glance: A Guide for Health Promotion Practice. National Cancer Institute.
(www.hst.org.za). Financial support comes from the partners of the think tank - Swiss Agency for
Development and Cooperation (SDC) and Novartis Foundation for Sustainable Development and is
moderated under Health & Development Networks standards and guidelines.
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© September 2002 i Family Health International Institute for HIV/AIDS
2101 Wilson Boulevard iSuite 700 iArlington, Virginia 22201 i U.S.A.
Telephone: 703.516.9779 iFacsimile: 703.516.9781 i Internet: www.fhi.org

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