Download Exercises to understand concept of Behaviour Change

Exercises to understand concept of Behaviour Change
1. Plenary exercise ‘What is behaviour change?’
2. Small group exercise ‘Sub behaviours’
3. Plenary explanation ‘Internal and external determinants of behaviour’
4. Presentation on ‘Determinants of behaviour’
5. Small group exercise ‘Determinants of behaviour’
1. Plenary exercise 'What is behaviour change?'
Preparation
Needed: pens and two pieces of paper for each participant, flipchart and marker
Time: 30 minutes
Objectives
- Participants understand distinction between health, behaviour, environment and determinants
- It is especially important for participants to see the difference between behaviour and
determinants
- Participants understand that behaviour change approach can be applied to both behaviour of the
at risk group and behaviour of environmental actors/ agents of change
Instruction to participants
1. Write down two things on two pieces of paper that
come to mind when you hear ‘behaviour change’?
2. Collect the pieces of paper
3. Stick the pieces of paper one by one on the
flipchart, ask for explanation if things need
clarification or explanation
4. Cluster the papers for
a. Health
b. Behaviour of risk group
c. Behaviour of environmental actors
d. Determinants
5. In the end you have an overview of the different
levels and elements in behaviour change.
Example of the exercise:
Video: http://youtu.be/v42n5GKMls8
2. Exercise ‘Sub behaviours’
Preparation
Needed: flipchart and marker
Time: 30 minutes for plenary brainstorm, 30 minutes for group work, 15 minutes for plenary
discussion
Background information
Powerpoint presentation with explanation of sub-behaviours
Please email [email protected] for the presentation
Objectives
- Participants understand that behaviour consists of sub behaviours
- Participants understand that by identifying sub behaviours, it becomes clearer what the
behaviour actually is, and it also helps in developing an intervention to make sure that all
relevant sub behaviours are addressed in the education programme
Instruction to participants
This session consists of two parts:
- Plenary brainstorm with all participants, facilitated by facilitator
- Small group work to exercise and plenary session to report about the small group work and
clarify questions
Plenary brainstorm
1. Ask the question ‘What are the sub-behaviours of abstinence from sex?’, in other words:
what do young people DO when they abstain?
- Sub question: what is your definition of sex? Sexual intercourse? All sexual practices
including kissing?
- Sub question: what is your definition of abstinence? Up to when (older, married,
certain age)?
2. Write down the sub behaviours on a flipchart, some examples of sub behaviours of
abstinence are:
- Young people avoid situations in which they could have sex
- Young people escape situations in which they could have sex
- Young people practice other activities than sex
Small group work and plenary feedback
3. Give instructions to participants to work in small groups (3-4 persons per group)
- Each group will brainstorm about sub behaviours and answer the question ‘What do
they do when…’
1. Young people are faithful
2. Young people seek health services
3. Teachers teach sexuality education to young people
4. Health service providers provide youth friendly services to young people
4. Participants write answers on a flip chart and each group presents in a plenary session
- Make sure that the presentation is about behaviours and not about determinants
- Ask the other participants to respond and give feedback
Examples
See written examples:
- What do young people do when they are faithful?
- What Teachers teach sexuality education to young people
3. Plenary explanation ‘Internal and external determinants of behaviour’
Preparation
Needed: flipchart and marker
Time: 30 minutes for plenary brainstorm
Objectives
- Participants understand that behaviour is shaped by various factors, including knowledge,
attitudes, skills, and external factors
- Participants recognise the difference between internal (in the young person him/herself) and
external determinants (outside the young person)
Instruction to participants
1. Ask the question ‘What are reasons for young people not to abstain from sexual
intercourse?’
2. List all the reasons on a flipchart
3. After that ask the participants to mark whether the factor is internal or external:
a. Internal: factors that are within the young person, factors that are influenced in
education to these young people
b. External: factors that are outside the young person, factors that cannot be influenced
in education to young people
4. Factors that often come up and need further exploration:
a. Poverty: what is meant with poverty? It has two sides:
i. External – economic poverty, forcing young people to have sex in exchange
for food or other goods
ii. Internal – in part of the cases, young people also have a choice: do they want
to have sex in exchange for food, or are there other ways of getting food?
b. Culture: what is meant with culture? Cultural norms (external), practices (external),
values (can be both internal – if the young person has adopted these values, and
external – if it is only in the outside world)
c. Social influence also has two parts:
i. The actual influence from others/ norms/ peer pressure (external)
ii. And the perceived influence (how young people perceive norms and
behaviour of others, which is internal)
Example of the exercise
Video 1: http://www.youtube.com/watch?v=X68VRLsZkCI
Video 2: http://www.youtube.com/watch?v=qC58sCNrd7Q
4. Presentation ‘Determinants of behaviour’
Preparation
Needed: powerpoint presentation or printed version of the Theory of Planned Behaviour
Time: 15 minutes for presentation
Please email [email protected] for the presentation
Objectives
- Participants understand that behaviour is shaped by various factors, including intention towards
behaviour, knowledge, risk perception, attitudes, social influence, self efficacy and skills, and
external factors
- Participants understand the difference between self efficacy and skills, whereby skills are the
actual skills that a person has, and self efficacy the confidence a person has to practice the
behaviour (for example, the confidence or belief that he or she can actually use a condom when
having sexual intercourse)
Instruction to participants
1. Explain all the different factors in the Theory of Planned behaviour
2. Explain that this is not the only model that can be used to explain behaviour and behaviour
change, that there are others, but that this model is one of the most used models
5. Small group exercise ‘Determinants of behaviour’
Preparation
Needed: flip chart and markers
Time: 45 minutes for small group work and plenary session
Objectives
- Participants understand that behaviour is shaped by various factors, including intention towards
behaviour, knowledge, risk perception, attitudes, social influence, self efficacy and skills, and
external factors
- Participants understand the difference between self efficacy and skills, whereby skills are the
actual skills that a person has, and self efficacy the confidence a person has to practice the
behaviour (for example, the confidence or belief that he or she can actually use a condom when
having sexual intercourse)
- Participants apply the model to an example
Instruction to participants
1. Give instructions to participants to work in small groups (3-4 persons per group)
- Each group will brainstorm about sub behaviours and answer the question ‘What are
the determinants of…’
i. What are determinants of young people not using condoms?
ii. What are determinants of young people not seeking health services when
they need this?
iii. What are determinants of teachers not providing sexuality education in a
comprehensive way?
iv. What are determinants of health service providers why they do not provide
youth friendly services to young people?
2. Participants write answers on a flip chart and each group presents in a plenary session
- Ask the other participants to respond and give feedback
- Make sure that the factors are clustered for each determinant (all knowledge topics
together, attitude elements together etcetera)