Transcript 7 IdeationSChange.

Introduction to
Theories of Communication Effects:
Ideation and
Communication for Social Change (CFSC)
A service of the
Communication Science & Research
Resource Group
IDEATION
AND
INDIVIDUAL
BEHAVIOR CHANGE
D. Lawrence Kincaid and Maria Elena Figueroa
JHU/HCP/CCP/BSPH
HCP Seminar, April 23, 2004
Strategic Communication
•. . . is based on a combination of facts,
ideas, and theories integrated by a
visionary design to achieve verifiable
objectives by affecting the most likely
sources and barriers to behavioral
change with the active participation of
stakeholders and beneficiaries.
Factors Influencing Behavior
•1991: Seminar: Fishbein, Bandura,
Triandis, Kanfer, Becker, Middlestadt
•LIST OF FACTORS, NO MODEL
1. Intentions to perform the behavior
2. Environmental contraints preventing the behavior
3. Skills necessary to perform the behavior
4. Behavioral beliefs and perceived consequences (attitudes)
5. Perceived normative pressure
6. Self-image: self-standards and sanctions
7. Emotional reactions
8. Self-efficacy (perceived capability and confidence)
NO CONSENSUS REGARDING A CAUSAL MODEL
LINKING THESE FACTORS TO BEHAVIOR
STRATEGIC
COMMUNICATION
PROGRAMS AFFECT MANY
INTERMEDIATE FACTORS
WHICH INFLUENCE
BEHAVIOR.
Ideation
. . . refers to new ways of thinking and the
diffusion of those ways of thinking by
means of social interaction in local,
culturally homogeneous communities.
Source: DEMOGRAPHY
Cleland & Wilson, 1987
How is ideation related to communication
and behavior change?
The likelihood of someone adopting and sustaining a new
behavior is much higher when she or he:
•
•
•
•
has gained sufficient knowledge about it,
has developed a positive attitude towards it,
has talked to others about it, and
feels good about doing it.
A predictive model of communication & change:
Influence of ideational elements on behavior
Implies
simultaneous
effect of all
influences.
Knowledge
Personal
Advocacy
Social
Support &
Influence
Attitudes
SelfImage
BEHAVIOR
Perceived
Risk
Emotions
SelfEfficacy
JOHNS HOPKINS
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N
I
V
E
R
S
I
T
Y
Center for Communication Programs
Norms
Implies
communication
can effect all
influences.
A HEURISTIC MODEL OF COMMUNICATION AND HEALTH BEHAVIOR
C
O
M
M
U
N
I
C
A
T
I
O
N
INSTRUCTION
SKILLS & KNOWLEDGE
IDEATION
DIRECTIVE
Dissemination
Promotion
Prescription
NONDIRECTIVE
Dialogue
Counseling
Entertainment
Social Networks
PUBLIC
Advocacy
Regulation
COGNITIVE
Beliefs
Attitudes
Values
Perceived Risk
Subjective Norms
Self-Image
EMOTIONAL
Emotional Response
Empathy
Self-Efficacy
SOCIAL
Support & Influence
Personal Advocacy
INTENTION
confirmation
BEHAVIOR
ENVIRONMENTAL
SUPPORTS & CONSTRAINTS
Source:
Adapted from
Kincaid (2000)
MODES OF COMMUNICATION
FOR BEHAVIORAL CHANGE
INSTRUCTION
DIRECTIVE
Dissemination
Promotion
Prescription
PUBLIC
Advocacy
Regulation
NONDIRECTIVE
Dialogue
Counseling
Entertainment
Social Networks
Ideational Elements Related to Condom
Use in Tanzania 2003
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•
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•
1. Knowledge of condom brands
2. Perceived efficacy of condoms for AIDS
prevention
3. Social approval for condom use
4. Discussion of condom use with others
5. Condom use self-efficacy
6. Social influence to use condoms
7. Personal condom use advocacy
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•
•
8. Impulsivity
9. Motivation for sex
10. Perceived norm of condom use.
Cumulative increase in condom use among
male and female adolescents by level of
ideation
Tanzania, 2003
80
Percent
58
60
39
40
28
16
20
5
0
One
Two
Three
Ideation Quintile
Four
Five
Direct and Indirect Effects of Communication
on Condom Use in Tanzania 2003
AIDS Prevention
Campaign Recall
AIDS Prevention
Campaign Recall
0.12
N.S.
0.33
Condom
Use
Condom
Use
0.46
IDEATION
Ideational Elements Related to
Condom Use in Zambia
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•
•
•
•
•
•
•
•
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1. Knows where to purchase condoms
2. Knows at least three ways to protect self
from HIV/AIDS
3. Has positive attitude towards people who
use condoms
4. Has talked with at least three people about
safe sex
5. Has an above-average sense of confidence
regarding ability to use condoms even
when facing opposition from partner
(13-19 year-old males)
Cumulative increase in condom use
among male adolescents in Zambia by the
number of ideational elements that apply
80
Percent
60
60
43
40
28
22
20
8
0
One
Two
Three
Four
Number of Elements
Five
Ideational elements related to
contraceptive use among women in
Tanzania
1. No. of modern FP methods known
2. Respondent’s approval of FP
3. Discussion of FP with husband
4. Husband’s approval of FP practice
5. Talks about FP with friends
6. Advocates FP to others
Note: 1996 DHS,
Women ages 15-49
Cumulative increase in contraceptive use by
the number of ideational elements that apply
to married women in Tanzania
60
Traditional
Percent
54.5
Modern
50
43.9
40
33.0
30
20
10
0
7.6
1.1
0
13.7
4.2
1
2
3
4
5
6
Modern
Traditional
0.5
0.6
1.2
3
3.2
4.4
8.3
5.4
26.2
6.8
35
8.9
46.1
8.4
N = 5,401married women
Chi2; p<.001
CUMULATIVE RISK ANALYSIS
These elements affect behavior in
much the same way that risk factors
affect the probability of getting a
disease:
The greater the number of factors
that apply to an individual, the
greater the likelihood that he/she will
get the disease.
Each one of these influences is
strongly related to adoption and
continuation of modern contraceptive
use. When they are summed into a
combined index, they are highly
predictive of contraceptive behavior.
CONCLUSION
The more ideational elements that
apply to someone, the greater the
probability that they will adopt a
health behavior.
In Tanzania, from only 0.5% modern method
use for women with no ideational elements
to 46.1% for women with all six.
Communication
for Social
Change
Development Communication
• What is the role of communication in national
development?
• Two competing paradigms:
• Information transfer (one-way/vertical)
process (from experts/north to unskillful/south)
• Participatory (horizontal) communication
(emphasis in dialogue) among community
members
• New theoretical approaches, participatory
communication and communicative
action
First decade of development
(1960’s)
Modernization theory the
dominant paradigm.
• Urbanization and
industrialization  economic growth.
• Focus on capital-intensive technology,
 undermining of agriculture.
• Focus on individual; traditional attitudes
and behavior constrain development.
• Literacy and mass media to help masses
break free of traditional views.
First decade of development
(1960’s)
The Bullet Theory of
Communication.
• The Diffusion of Innovations
sets the stage (Rogers, 1962)
• Persuasive messages will have direct and
uniform impact on people, … and will
produce a climate of acceptance of the
innovation
• Mass media seen as “magic” multipliers
of development benefits
Second decade of development
(1970’s)
Post-Modernism, Dependency
theory (LA scholars)
• Modernization increased
concentration of income and power
• Shift from individual to social and structural
barriers to change
• Emphasis on active participation, selfdetermination, self-reliance, sustainability
• The Pedagogy of the Oppressed sees the
light (Freire, 1970)
Second decade of development
(1970’s)
Criticisms to
DOI
• Pro-innovation
• Pro-persuasion
• Top-down flow
of messages
and decisions
• Issues of
access, content
and code
Second decade of development
(1970’s)
Alternative roles of
communication for development
• Dialogue, the correct method; … working
with rather than for the people, concept of
concientizaçao (Freire)
• Communication as support for development
• Local media for enhancing dialogue and
action;
folk media
• People-initiated (rather than expert-initiated)
activity at the local level
The 1980’s+
Another Development
Economic  Social
• Emphasis on non-material
indicators of development (access to health
care, nutrition, sanitation)
• Shift from industrialization to human action
within sociocultural, political and economic
contexts
• Focus on participatory decision-making
• Attention to gender and gender gaps
The 1980’s+
Communication for the
participative society
• Some new functions for this role (Bordenave
1989)
- Help in the development of a community’s
cultural identity
- Act as vehicle for citizen self-expression
- Facilitate problem articulation
- Serve as tools for diagnosis of community’s
problems
• Issue of alternative media vis a vis
centralized/ mainstream media
Into the 90’s (20+ years later)
• Participatory communication critical for
development
• Vertical communication acceptable/ desirable
in specific contexts
• Community participation, a process with
intrinsic value
• Efforts to better study and measure
community participation, competence,
leadership,...
Re-examining the role of
communication in development
• Rockefeller Foundation meetings (1997,
1998, 2000) explored new communication
strategies for social change
• Group defined CFCS as “a process of
public and private dialogue through
which people define who they are, what
they want and how they can get it.”
Re-examining the role of
communication in development
Premises of CFSC Conferences, RF:
• Sustainability; owners of process and
content of communication
• CFSC empowering, horizontal
• Communities as agents of their change
• From persuasion to dialogue and debate
• Shift in outcomes; social norms,
culture, supportive environment
Revised Model of the Convergence Model
with Emotional Response
PSYCHOLOGICAL
REALITY
A
Interpreting
PHYSICAL
REALITY
INFORMATION
Perceiving
PSYCHOLOGICAL
REALITY
B
Perceiving
Feelings
Feelings
Action
Action
Emotional
Response
Understanding
Interpreting
Emotional
Response
Collective
Action
Believing
Believing
Mutual
Agreement
MUTUAL
UNDERSTANDING
SOCIAL REALITY
and RELATIONSHIP
A&B
Understanding
Effective dialogue
Effective dialogue (Rapoport, 1967) occurs when:
• Participants listen to one another
(paraphrasing to the other’s satisfaction)
• Each acknowledges the conditions to accept
the other’s argument as valid
• Each acknowledges the similarity of both
points of view
Dialogue can lead to disagreement when each
person’s interests and values are in
conflict
Supportive theories and models
• Social systems (1990)
• Group Dynamics (1968, 1996)
• Conflict Resolution (1988, 1999)
• Leadership (1998)
• Quality Improvement (1992, 1986)
• Future search (1992, 1995)
Integrated Model of CFCS
Catalyst
Community Dialogue
Collective Action
Individual
Outcomes
Social
Outcomes
Societal Impact
Figueroa & Kincaid, 2/2001
External
Constraints
and
Support
CFSC Model
• Not a model for Social Change
Social change: the transformation
of the overall structure
represented by the change in the
distribution of resources
(educational, economic, power,
discursive)
CFSC Model
• Participatory processes as the
one described in the model can
be conducive to SC by:
 enabling people to critically
decide where they want to go
and how
 increasing community
organization for collective
action
Catalyst
Internal
Stimulus
Change
Agent
Policies
Technology
Innovation
Mass Media
Integrated Model of CFSC
Identification &
Involvement of
Leaders &
Stakeholders
Clarification
of
Perceptions
Expression of
Individual &
Shared Interests
Vision of
the Future
Conflict-Dissatisfaction
Disagreement
Action Plan
Consensus
on Action
Options for
Action
Setting
Objectives
Assessment of
Current Status
Collective Action
Assignment of
Responsibilities
• Individuals
• Existing Community
Groups
• New Community
Task Forces
• Others
Mobilization of
Organizations
• Media
• Health
• Education
• Religious
• Other
Implementation
Outcomes
Participatory
Evaluation
• Outcomes vs.
Objectives
Value for Continual Improvement
Recognition of
a Problem
External Constraints and Supports
Community Dialogue
Social Outcomes
• Leadership
• Degree & Equity of Participation
• Shared Information
• Collective Self-Efficacy
• Sense of Ownership
• Social Cohesion
• Social Norms
Individual Change
• Skills
• Ideation
Knowledge, Attitudes, Perceived
Risk, Subjective Norms, Self-Image,
Emotion, Self-Efficacy, Social
Influence, & Personal Advocacy
• Intention
• Behavior
Interaction of Individual and Social
Outcomes on Health
Individual Health Behavior Change
NO
Collective
Change
YES
NO
YES
Maintenance
of the status
quo
Limited
Health
Improvement
Increased
potential for
health
improvement
Self-sustained
health
improvement
“Those who authentically commit
themselves to the people must
re-examine themselves constantly.”
“… they almost always bring with them the marks of
their origin: their prejudices and their deformations,
which include a lack of confidence in the people’s
ability to think, to want and to know.”
Paulo Freire, 1970
Looking ahead
Next Week:
Communication and Affect
Fear Management