Gender and SBCC I Kit

Integrating Gender into Social and Behavior
Change Commuication: An Implementation Kit
May 2016
Contact:
Health Communication Capacity Collaborative

Johns Hopkins Center for Communication Programs
111 Market Place, Suite 310
Baltimore, MD 21202 USA
Telephone: +1-410-659-6300
Fax: +1-410-659-6266
www.healthcommcapacity.org
Suggested Citation: Health Communication Capacity Collaborative (HC3). (2016). Integrating Gender
into Social and Behavior Change Communication: An Implementation Kit.
Photo Credit: Unless otherwise noted, all photos are courtesy of Photoshare.
© 2017, Johns Hopkins University.

Table of Contents
Acknowledgements.............................................................................................................................iv
About this Implementation Kit............................................................................................................1
Learn about SBCC and Gender..........................................................................................................3
Key Concepts....................................................................................................................................3
Gender and Health Outcomes...........................................................................................................6
Gender and Behavior Change...........................................................................................................9
SBCC and Gender: Theories.............................................................................................................11
SBCC and Gender: Models and Frameworks...................................................................................13
Existing Scales for Evaluating Impact...............................................................................................17
Evidence-based Recommendations for Gender and SBCC.............................................................20
Assess a Program’s Gender Status...................................................................................................22
Follow the Steps of Strategy Design.................................................................................................24
Step 1: Set a Gender Transformative Vision.....................................................................................24

Step 2: Gather Gender Specific Information on the Current Situation..............................................26
Step 3: Create a Gender-Focused Understanding of the Audience..................................................28
Step 4: Address Gender with a Behavior Change Theory.................................................................29
Step 5: Define Gender Transformative Communication Objectives..................................................30
Step 6: Select Strategic Approaches and Channels..........................................................................31
Step 7: Integrate Gender into Program Positioning and Message Strategy......................................33
Step 8: Add Gender Indicators to a Monitoring and Evaluation Plan................................................34
Step 9: Intergate Gender into the Strategy and Prepare for Next Steps...........................................36
Appendix 1: Activity Handouts............................................................................................................37
Activity 0.1: Understanding and Applying the Gender Equality Continuum......................................38

Activity 0.2: Using a Checklist to Review Your Program’s Current Status........................................43
Activity 1.1: Defining a Gender Transformative Vision......................................................................48
Activity 1.2: Telling Your Program’s Story and Setting a Clear Vision...............................................55
Activity 2.1: Identifying the Core Problem.........................................................................................60
Activity 2.2: Mapping Community and Social Resources..................................................................65
Activity 2.3: Examining Power Dynamics and Decision-Making........................................................69
Activity 2.4: Exploring and Prioritizing the Strengths, Weaknesses, Opportunities and Threats.......73
Activity 3.1: Mapping Your Audience’s Journey.................................................................................79
Activity 3.2: Developing Audience Personas.....................................................................................83
Activity 4.1: Applying Gender to Your Behavior Change Theory or Framework................................90
Activity 5.1: Develop SMART (and Transformative) Communication Objectives..............................95
Activity 6.1: Using Models and Frameworks to Select the Right Approaches..................................100
Activity 6.2: Identifying the Best Channels and Activities to Reach Your Audience .........................108
Activity 7.1: Deciding How to Position Your Program.......................................................................112
Activity 7.2: Designing the Right Messages.....................................................................................116
Activity 8.1: Measuring Gender Constructs......................................................................................120
Appendix 2: Blank Templates............................................................................................................126
Template 0.1.1: Gender Equality Continuum.....................................................................................127
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Template 1.1.1: A Gender Transformative Vision..............................................................................128
Template 1.2.1: It’s Big News............................................................................................................129
Template 2.1.1: Root-Cause Analysis Pyramid.................................................................................130
Template 2.2.1: Community and Social Resource Map....................................................................131
Template 2.3.1: Power and Decisions...............................................................................................132
Template 2.4.1: SWOT Analysis Table..............................................................................................133
Template 2.4.2: Priority Map.............................................................................................................134
Template 2.4.3: Priority Action Table.................................................................................................135
Template 3.1.1: Map Your Audience’s Journey..................................................................................136
Template 3.2.1: Audience Personas..................................................................................................137
Template 4.1.1: Applying Gender to Your Behavior Change Theory or Framework..........................141
Template 5.1.1: Identify the Key Elements........................................................................................142
Template 5.1.2: Communication Objectives Table.............................................................................143
Template 6.1.1: The Socio-Ecological Model.....................................................................................144
Template 6.1.2: Table for Programmatic Approaches........................................................................146
Template 6.1.3: Pathways Model.......................................................................................................147
Template 6.2.1: Choose the Right Channels and Activities...............................................................148
Template 7.1.1: SBCC Value Proposition Canvas.............................................................................149
Template 7.2.1: Design the Right Messages.....................................................................................150
Template 8.1.1: New Gender Indicators Tables.................................................................................151
Appendix 3: Resources.......................................................................................................................152
Appendix 4: References......................................................................................................................154
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Acknowledgements
This Implementation Kit (I-Kit) is made possible by the support of the American People through the
United States Agency for International Development (USAID). HC3 is supported by USAID’s Office of
Population and Reproductive Health, Bureau for Global Health, under Cooperative Agreement #AID-
OAA-A-12-00058. HC3 is based at the Johns Hopkins Center for Communication Programs (CCP).
The contents of this I-Kit are the sole responsibility of HC3. The information provided in this I-Kit is
not official U.S. Government information and does not necessarily represent the views or positions of
USAID, the United States Government, or The Johns Hopkins University.
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About this Implementation Kit
What Is Gender Integration?
Integrating gender into a social and behavior change communication (SBCC) program involves
identifying and then addressing gender inequalities during the strategy and project design,
implementation and monitoring, and evaluation of a project. By integrating gender into your SBCC
strategy, you can make health messages more effective, stimulate equity in gender roles, and improve
health outcomes. Since the roles and power relations between men and women affect how an activity is
implemented, it is essential that project managers address these issues on an ongoing basis (USAID,
2012).
What Is the Purpose of this Implementation Kit?

This Implementation Kit (I-Kit) provides a step-by-step approach to integrate gender into an existing
SBCC strategy or marketing plan.
The I-Kit is designed to help users understand gender concepts, theories and frameworks, assess the
current level of gender integration in a project and use a series of tools to uncover new information that
can be applied to an existing SBCC strategy or marketing plan.
You can also use these tools and resources when developing a new SBCC strategy or marketing plan.
• Read the information and background included in the introduction section to help you
understand gender concepts, theories, and frameworks for SBCC.
• Review the checklist before starting the process to take the necessary actions to incorporate
both men and women’s perspectives and address their needs as you design your strategy.
• Use the templates and resources within each step to help you gather information specific to
gender and integrate it into your new SBCC strategy.
Who Is the Audience for this I-Kit?

The primary audience for this I-Kit are those individuals who want to integrate gender into an existing
SBCC strategy. This may include program managers, designers and implementers of SBCC programs.
What Does this I-Kit Contain?

• Background Information: Information and technical considerations on gender, programmatic
approaches, SBCC theory and gender-based frameworks.
• Step-by-Step Guidance: Step-by-step guidance on how to integrate gender into an existing
SBCC strategy
• Templates and Checklists: Relevant templates and checklists to help review and integrate
gender into an existing SBCC strategy.
• Resources and Examples: Gender-focused resources and programmatic examples for future
reference.
How to Use this I-Kit

This I-Kit uses an evidence-based approach to SBCC strategy development. It can be used as a self-
facilitated learning tool or as part of a workshop organized to review and revise an existing SBCC
strategy or marketing plan.
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Integrating gender into an existing SBCC strategy or marketing plan is a good first step to developing a
gender transformative program but the process requires your team to be open and honest about where
your program currently stands and the direction it needs to go. Although this may sound easy, this is not
always the case and is often dependent on the current political situation, cultural and religious norms,
community level support, and individual desire and ability to change.
The process may need to begin with you and your team. Explore opportunities for you and your staff
to learn more about gender and what it means to be gender sensitive. There are a number of activities
and trainings that can help you start this process.
The I-Kit is divided into three main sections:
• Learn about SBCC and Gender: Review the background and current research on gender.
Familiarize yourself with key gender concepts, programmatic approaches to SBCC and technical
considerations for gender integration.
• Assess your Program’s Gender Status: Determine where the program currently stands.
Find out what information is still needed, and how that information will impact the design,
implementation and evaluation of a program.
• Follow the Steps of Strategy Design: Identify entry points and guide the process of discovering
new gender related information. Integrate this new information into your existing SBCC strategy
or marketing plan.
2
Learn about SBCC and Gender
Before you begin the process of integrating gender into your SBCC strategy, it is important to gain a
better understanding of what is meant by gender and the process to developing an SBCC intervention.
Take time to review the background and research, and familiarize yourself with the key concepts,
programmatic approaches and technical considerations for gender integration. The information will be
used and referred to throughout this I-Kit.
Key Gender Concepts
What Do We Mean by Gender?

Gender is used to refer to a set of roles, responsibilities, rights, expectations and obligations that
are socially and/or culturally associated with being male or female. Gender also includes the power
relations between and among women and men, and girls and boys. It’s based on widely shared beliefs
and norms within a society or culture about male and female characteristics and capacities. Similarities
and differences will vary within and between societies and can change over time.
Gender is different from ‘sex,’ which refers to how people are classified biologically as male or female.
At birth, infants are assigned a sex based on a group of characteristics such as chromosomes,
hormones, internal reproductive organs and genitalia (USAID, 2012a).
What Are Gender Norms?

Gender norms are widely shared beliefs within a society or culture about male and female
characteristics, acceptable roles and behaviors, and capacities. Similarities and differences will vary
within and between societies and can change over time. From the time a person is born, he or she is
taught ways of being that are defined by how society believes women or men should behave.
What Is the Difference between Gender Equity and Gender Equality?

Gender equity is the process of being fair to women and men, and girls and boys. To ensure gender
equity, action must be taken to compensate for ingrained economic, social and political disadvantages
that prevent women and men, and girls and boys from operating on a level playing field (PRB, n.d.).
Gender equality is a state or condition that affords women and men equal enjoyment of human rights,
socially valued goods, opportunities and resources. Genuine equality means more than equality in
numbers or laws; it means expanded freedoms and improved overall quality of life for all people (PRB,
n.d.; USAID, 2012a).
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Gender gap is a measure of gender inequality. It is a useful social development indicator. For example,
one can measure the gender gap between boys and girls in terms of health outcomes, as well as
educational levels achieved and labor income.
What Is Gender Bias?

Gender bias is the tendency to make decisions or take actions based on preconceived notions of
capability according to gender.
What Is Gender-based Violence?

Gender-based violence (GBV) is violence directed at individuals based on their biological sex,
gender identity or perceived adherence to culturally defined expectations of what it means to be a
woman or man, girl or boy. Whether occurring in public or private, GBV includes physical, sexual and
psychological abuse; threats; coercion; arbitrary deprivation of liberty; and economic deprivation.
Common types of GBV include violence against women (VAW) more broadly and sexual violence,
particularly intimate partner violence (IPV). GBV can occur throughout an individual’s life, from infancy
to old age, and can affect women, men, girls, boys or individuals who identify across the gender
spectrum. Specific types of GBV include, but are not limited to:
• Female infanticide
• Early and forced marriage and “honor” killings
• Female genital cutting/mutilation
• Child sexual abuse and exploitation
• Human trafficking
• Sexual coercion, harassment and abuse
• Neglect
• Domestic and intimate partner violence
• Economic deprivation
• Elder abuse
(USAID, 2012b)
What Are Some Common Concepts for Addressing Gender Inequalities?

Gender integration involves identifying and then addressing gender inequalities during strategy and
program design, implementation, and monitoring and evaluation.
Gender transformation attempts to transform the underlying social structures, policies and social
norms to achieve gender equality and promote positive change by:
• Fostering critical examination of inequalities and gender roles, norms and dynamics
• Recognizing and strengthening positive norms that support equality and an enabling environment
• Highlighting the position of women and girls relative to men and boys while taking into account
the added effects of marginalization (e.g., the intersections of gender and social class or gender,
class and ethnicity)
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Gender Transformation in SBCC and Health
Using a gender transformative approach in SBCC creates opportunities to actively challenge gender-
related determinants that impact health outcomes. Such approaches may include:
• Shifting gender norms related to perceptions of femininity and masculinity to positively influence
health behaviors
• Promoting positions of social and political influence for women in communities
• Addressing power inequalities between persons of different genders that impact decision-making
related to health, including at the household level, in the community or at the point of service
delivery
Research on gender transformative approaches shows that women’s empowerment and greater
gender equality contribute to better health for families and communities as a whole.
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Gender and Health Outcomes
This section describes the links between key gender considerations and health.
Couple Communication and Decision-Making

The role of men and women in household decisions about finances, food consumption, childcare,
healthcare or travel often reflect power relations in the home. When power relations are unequal, it
results in not only underutilization of RMNCH services but also can increase risky sexual behavior and
intimate partner violence (Blanc, 2001; Chapagain, 2005). While it is important for women to play a
larger role in important household decisions, such as financing, men should also become more involved
in healthcare and household decisions around health.
Couple communication and joint decision-making have a positive impact on health outcomes, for
example:
GENDER CONSIDERATIONS SUPPORTING EVIDENCE INCLUDES:

Education: Gender roles often restrict both boys’ and girls’ These associations have been established in
access to education which can have long-term effects on studies in many different countries, including data
health outcomes. For example, more educated women and from Egypt, South Asia and sub-Saharan Africa.
formally employed women are more likely to use family Interestingly, women’s education and employment
planning, which reduces the risk of unwanted pregnancy often have a stronger relationship with use of
and potentially, the need for abortion. contraceptives than do measures of empowerment
that focus on decision-making, autonomy or
freedom of movement (Al Riyami et al., 2004).
Families with more educated women have also

been shown to have improved child survival
(Richards et al., 2013).
Employment: In many contexts, women’s traditional In Cameroon, inequalities between women’s
responsibilities are primarily domestic and they do not work and men’s incomes has been shown to play
outside the home. When they do, they are often part of an important role in poor household nutrition
the informal economy, in lower-paid and less-skilled jobs (Pemunta & Fubah, 2014). In contrast, women
without opportunities to join unions or trade organizations who had paid employment were less likely to have
that advocate for better pay or rights (Shields al., 1996). an unmet need for family planning and were more
likely to use family planning and antenatal care.
When women do work outside the home, they are still
often expected to bear the full burden of household tasks, These trends have been found in a wide range of
such as cooking, cleaning and caring for the children. Men countries like Oman, Nepal and Ethiopia, and have
may be reluctant to take on these responsibilities, since been shown repeatedly in studies using DHS data
gender norms dictate these are outside their domain. (Al Riyami, Afifi, & Mabry, 2004; Furuta & Salway,
2006; Wado et al., 2013).
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Healthcare: Women’s mobility may limit their access to Healthcare providers often reinforce stereotypes
health services and existing programs intended to increase by failing to encourage men to participate and, in
knowledge of family planning or other health information. some instances, by not welcoming them at all. In
Men often do not go to health clinics for their own care or many areas, men do not see HIV counseling and
with their partner because pregnancy and child health are testing (HCT) as “masculine,” and thus they are
seen as a “woman’s domain.” less likely to be tested or receive other HIV/AIDS-
related care (Underwood et al., 2014).
Social Cultural and Gender Norms

Norms related to gender, such as gender preference, masculinity and fertility, also influence health
outcomes. For example:
GENDER CONSIDERATIONS SUPPORTING EVIDENCE INCLUDES:

Gender Preference: In India, China, and to a certain In India, gender-selective abortion has resulted in
extent in some African countries, there is a gender bias fewer female children being born. Among those
in child healthcare (Khera, Jain, Lodha, & Ramakrishnan, girls who are born, preferential treatment of boys
2014; Pemunta & Fubah, 2014). Preference for boys often comes at the expense of the girls, who
can lead to financial resources for education and other may be deprived of nutrients during important
services, like healthcare, being differentially allocated developmental stages, which can lead to stunting
within households. Reasons for this preference vary, and and malnutrition (Khera et al., 2014).
include the perception that boys will financially support
their parents when they are older, and that families are Data from India indicates that young girls are less
obliged to pay dowries when their daughters marry. likely to be immunized and to receive medical
care (Khera et al., 2014). Interestingly, a study on
son preference in Nepal found that disparities in
immunization between girls and boys did not exist
(Leone, Matthews, & Zuanna, 2003).
Other analyses on data from Nepal have

revealed that those who reported a preference
for sons were less likely to use contraception and
had higher rates of fertility than those with no
preference (Leone et al., 2003; Raj et al., 2013;
Rai et al., 2014).
Fertility: In many areas, a woman’s value is often This has been documented routinely by
measured by her ability to have children. This can lead researchers in the Middle East and South Asian
women to put their own health or the health of their family countries like Pakistan (Inhorn, 2003; Mumtaz,
at risk by starting pregnancy too early, when not yet Shahid, & Levay, 2013).
physically matured, and giving birth without proper spacing
or having more children than the household can support.
For couples facing fertility issues, women often bear the
brunt of household and community-level stigma and abuse
for failing to conceive.
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Masculinity: Masculine ideas associating men with Experience of violence has a direct effect on
strength, virility, dominance and power may increase the health outcomes, with increased risk of STI and
number of sexual partners and inhibit the use of condoms, HIV transmission, as well as risk of unwanted
thereby increasing the risk for unwanted pregnancy or the pregnancy and limited use of family planning
transmission of STIs or HIV through unprotected sex or commonly experienced (Blanc, 2001).
sexual violence. These masculine norms also may promote
or normalize violence against women (Stern & Buikema, Women who reported greater acceptance of
2013). gender-based violence were also shown to be less
likely to use available maternal healthcare services
(Sado, Spaho, & Hotchkiss, 2014). In fact, a study
in Ghana, Kenya, Tanzania and Uganda found
that women living in areas with more accepting
attitudes toward gender-based violence were less
likely to use a skilled birth attendant or receive
well-timed antenatal care (Adjiwanou, 2014).
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Gender and Behavior Change
Gender and the Strategic Design of SBCC

Programs
SBCC facilitates behavior change and supports broader
social change to improve health outcomes. SBCC
often applies a comprehensive socio-ecological lens
that incorporates change at the individual, household,
community and structural levels. SBCC looks at what may
be preventing or facilitating a change of behaviors such as
gender norms, attitudes and practices.
A strategic analysis and design process, such as the

P-Process™, should look at how gender influences
decisions to make sure key barriers and facilitators are
being addressed. The P-Process provides a systematic
process to design, implement, monitor and evaluate
behavior change programs. To integrate gender into
strategy development it is necessary to apply a gender lens
throughout the entire P-Process.
1. The Inquiry helps you to understand the extent of the problem and develop a succinct problem
statement. You will identify your audiences, uncover their barriers and identify the facilitating
factors to behavior change. Applying a gender lens at this stage means ensuring both women and
men are included in the research and specific questions are posed to explore the gender-related
determinants of health and behavior.
2. During Strategy Design you will create the plan that will get from where you are to where you
want to be. The strategy includes your communication objectives and audience segmentation,
and it outlines the program approaches, channel recommendations, a workplan, and a monitoring
and evaluation plan. During this stage, activities and approaches can be designed to address
gender-related norms, attitudes and practices that are influencing the desired behavior change.
3. The third step is Create and Test. This is when you develop the program’s communication
products like mass media, print materials, participatory processes, trainings and more. You will
also test your ideas and designs with the audience to ensure messages are clear, accurate and
actionable. It is important to consider the differences between women and men as they may have
different reactions to materials and messages.
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4. During the Mobilize and Monitor phase you will implement your program and monitor its
progress. You and your partners will distribute your products and conduct the activities as
described by the strategy. Partners will monitor activities to make sure distribution and roll-out
move as planned and potential problems are identified and addressed quickly. During this stage,
it is important to ensure that any gender-based design considerations are being followed and
harmful gender stereotypes – or unequal power dynamics – are not being reinforced through
implementation approaches.
5. The Evaluate and Evolve phase is where you will determine how well your program achieved
its objectives, identify any unintended consequences, know why your program was or was not
effective, and whether or not the program had its intended effects on the knowledge, attitudes or
behaviors of the audience, including any affect on gender-related objectives. In some cases, it
may be important to measure any unintended consequences related to gender norms – such as
increased violence against women.
Three cross-cutting concepts guide the P-Process and are important to developing an effective
SBCC program. These three cross-cutting concepts are SBCC theory, stakeholder participation and
continuous capacity strengthening.
• SBCC Theory: Each theory is different and will work best when it explicitly hypothesizes what
influences the behavior the program will promote. Gender theories and frameworks can be used
in conjunction with behavior change theories.
• Stakeholder Participation: Everyone who has a stake in the program’s outcome should
participate in the planning process and the implementation; this spreads project ownership and is
the first step towards sustainability. Careful consideration should be given to the involvement of
men and women, including finding ways to overcome gender-based challenges to participation,
such as women’s ability to move around the community freely.
• Capacity Strengthening: Continuous skills building, such as on-the-job coaching, mentoring
and training workshops, ensures program implementers get to practice what they learn
and address problems as they come up. Gender training can be included in this capacity
strengthening.
How Can SBCC Influence Gender Transformation?

It is often assumed that SBCC programs on health topics such as family planning empower women,
and therefore influence gender transformation, by modeling positive gender-related behaviors such as
couple communication and joint-decision making. However, results from a recent analysis found that
“family planning-focused interventions are not ‘naturally’ gender-transformative.” SBCC interventions
therefore must explicitly focus on gender transformation in their strategic approach (HC3, 2015). This
I-Kit provides step-by-step guidance to facilitate this integration of gender transformation into an
existing SBCC strategy.
OTHER APPROACHES TO BEHAVIOR CHANGE

Other approaches that can influence gender transformation include social marketing, advocacy,
organizational development and structural interventions. New fields like behavioral economics and human-
centered design are also being used to enhance the effect of SBCC, social marketing and other types of
development programs.
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SBCC and Gender Theories
A theory can help provide an understanding of the influencing factors on behavior and how
they change behavior, as well as to identify potential entry points for interventions.
There are a number of theories commonly used in behavior change programs, as well as those that
specifically focus on gender. When theories are not focused specifically on gender, it is particularly
important to apply a gender lens to different theoretical constructs. For example, how is “self-efficacy”
different for men and women? How are “beliefs” influenced by entrenched gender norms? How would
gender affect the “triability” of new innovations?
Below are some of the most commonly used theories in behavior change programs.
THEORY OF PLANNED BEHAVIOR

Consider using the Theory of Planned Behavior to design interventions that target health-enhancing individual
behavior that may be socially unacceptable, such as condom use, self check-ups, voluntary testing, medication
adherence, delivery by a male health worker and other behaviors that warrant individual decisions but have
varying levels of social acceptability. When applying a gender lens to the Theory of Planned Behavior it is
important to consider if the barriers to and enabling factors that support individual behavior change differ for
men and women, and if yes, how?
KNOW MORE
EXTENDED PARALLEL PROCESSING

Extended Parallel Processing is useful in SBCC campaigns when a health issue poses a real or perceived
threat to personal health. For example, Extended Parallel Processing may be more useful in HIV or malaria
campaigns where there is a more obvious and immediate disease threat and less useful in a child nutrition
campaign where the threat of malnutrition is less immediately obvious or is longer term. For gender
programming, it is important to identify how women perceive the particular threat and how, if at all, this differs for
men. Specifically determining what will enhance a woman’s efficacy regarding the issue, as well as a man’s, is
necessary when using Extended Parallel Processing.
KNOW MORE
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THEORY OF SOCIAL LEARNING
The principles of Social Learning can be applied to almost any SBCC program that aims to influence social
behaviors, particularly behaviors that are complex or involve interactions with other people. It may be especially
useful when a particular behavior is difficult to describe, but can be explained through demonstration or
modeling. Also, when adopting or practicing a particular behavior requires overcoming barriers or challenges,
social learning principles can be used to demonstrate how a person can overcome those challenges and
succeed. In a gender-focused program, it may be useful to identify the types of role models women find
compelling and if, at all, this differs from men.
KNOW MORE
IDEATION
Ideation should be used when trying to identify the psychosocial factors that predict behavior or when trying
to causally attribute behavior change to communication interventions. When using Ideation Theory in gender
programming, it is important to identify which psychosocial factors related to the behavior of interest are the
most salient specifically for women and men.
KNOW MORE
DIFFUSION OF INNOVATIONS
Consider using the Diffusion of Innovations model for interventions that have a limited amount of time to make
an impact on entire communities. Diffusion of Innovations approaches work best when applied to issues that
can be influenced by prominent members of society or spread through traditional methods of communication.
For programs wanting to integrate gender, identify who are the female innovators, early adopters and laggards
in the community and how this may differ for men.
KNOW MORE
THEORY OF GENDER AND POWER

Consider using the Theory of Gender and Power for interventions that aim to address structural barriers or
facilitators at the lower levels of the socio-ecological framework. Three social structures that make up the theory
of gender and power: sexual division of labor, sexual division of power, and the structure of social norms and
affective attachment. These constructs identify exposure and risk factors as well as biological factors in relation
to issues that adversely affect women’s health such as HIV and STD risk in relation to condom usage as well as
violence against women.
FEMINIST POLICITAL ECOLOGY

Similar to the Theory of Gender and Power, consider using the Feminist Political Ecology theory for
interventions that aim to address structural barriers or facilitators at the lower levels of the socio-ecological
framework. Feminist political ecology examines the place of gender in the political ecological landscape,
exploring gender as a factor in ecological and political relations. Specific areas in which feminist political
ecology is focused are development, landscape, resource use and rural-urban transformation. This theory can
also inform health outcomes, particularly in light of global warming and climate change.
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SBCC and Gender: Models and Frameworks
To guide program design and achieve intended program outcomes, program managers
can use various gender analysis and behavior change frameworks and models. When selecting a
framework, it is important to consider the following:
• How do SBCC and gender theories relate to these frameworks? For example, how does ”power”
within families, communities and social structures influence behavior?
• What kinds of health and gender-related outcomes is your program looking to achieve?
• How does gender affect access and utilization of health service delivery interventions?
• What kind of intervention, or combination of interventions, are most likely to lead to gender
transformative behaviors?
• How do we anticipate that women and men will understand the program messages or activities
differently?
• How, if at all, do we anticipate these answers will differ for sub-groups of men and women such
as those from lower income groups or with less education?
Socio-Ecological Model
A person’s behavior is
influenced by many factors
both at the individual level
and beyond. The levels of
influence on behavior can be
summarized by the socio-
ecological framework. This
framework recognizes that
behavior change can be
achieved through activities
that target four levels:
Individual, interpersonal
(family/peer), community and
social/structural.
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GO GIRLS! INITIATIVE
The Go Girls! Initiative (GGI), led by Johns Hopkins Center for Communication Programs in partnership
with Macro International, shifted the focus from individual risk-taking to contextual factors that render girls
vulnerable to HIV. The purpose of GGI was to develop, implement and test social, gender and behavior change
communication approaches in an effort to reduce adolescent girls’ susceptibility to HIV infection. GGI worked
to address contextual factors that presented barriers to accessing education; increase girls resilience through
building life-skills; strengthen the ability of parents and other adults to communicate with and support girls; and
foster community dialogue and action. The program was comprised of eight core activities that together formed
a comprehensive, multi-sectoral program designed to reach the whole community across the social ecological
framework.
> Structural: > Individual:
• School personnel training (“Go Teachers!”) • Life skills training for out-of-school girls (“Go
• Strengthening economic opportunities for Girls!”)
vulnerable girls and their families • School-based life skills training for girls and
• Cross-sectoral fora boys (“Go Students!”)
> Community: > Cross-cutting:
• Community mobilization (“Go • Reality radio programming

Communities!”)
> Families and Social Networks:
• Adult-child communication skills training

(“Go Families!”)
Pathways
Pathways™ provides a powerful framework to design health communication programs. It describes
a process of social change that can be influenced by communication in a variety of ways depending
on the goals a program sets for itself. The process is grounded in underlying social, political and
economic conditions, and is expressed through three domains of communication and action: the social
political environment, health service delivery systems and communities – and individuals within them–
that attempt to manage their health. The Pathways framework (pictured on the next page) charts the
continuum of change, ensuring that a program addresses not only the immediate drivers of change, but
also the contextual factors that determine sustained health outcomes.
14
Gender Equality Continuum
Behavior change communication programs generally fit along the Gender Equality Continuum (IGWG,
2013), which can be used as a planning framework or as a diagnostic tool. As a planning framework,
it can be used to determine how to design and plan interventions that move along the continuum
toward transformative gender programming. As a diagnostic tool, it can be used to assess if, and how
well, interventions are currently identifying, examining and addressing gender considerations, and to
determine how to move along the continuum toward more transformative gender programming.
The continuum shows a process of analysis that begins with determining whether interventions are
gender blind or gender aware. Gender blind policies and programs ignore gender considerations. They
are designed without any analysis of the culturally defined set of economic, social and political roles,
responsibilities, rights, entitlements, obligations and power relations associated with being female and
male, or the dynamics between and among women and men, girls and boys.
Gender aware policies and programs examine and address the set of economic, social and political
roles, responsibilities, rights, entitlements, obligations and power relations associated with being female
and male, and the dynamics between and among women and men, and girls and boys.
The process then considers whether gender aware interventions are exploitative, accommodating or
transformative.
15
EXPLOITATIVE GENDER PROGRAMMING
These policies and programs intentionally or unintentionally reinforce or take advantage of gender inequalities
and stereotypes in pursuit of project outcomes. This approach is harmful and can undermine program objectives
in the long run.
Example: To improve male involvement in family planning, a program used messages that relied on sports
images and metaphors that encouraged winning, being in control of one’s life and making decisions. Impact
evaluation showed that men interpreted the messages as promoting the notion that men alone should make
family planning decisions. These messages unintentionally undermined the objectives of shared decision-
making, improved couple communication and men as supportive partners (PRB, 2009).
ACCOMMODATING GENDER PROGRAMMING

These are policies and programs that acknowledge, but work around, gender differences and inequalities
to achieve project objectives. Although this approach may result in short-term benefits and realization of
outcomes, it does not attempt to reduce gender inequality or address the gender norms that contribute to
the differences and inequalities. Gender accommodating approaches can be an important first step for some
programming, such as when facing constraints on resources.
Example: While trying to improve safer sex among commercial sex workers (CSW), a program had brothel
owners demand 100 percent condom use in their brothels. Although the program helped increase condom use
among CSWs and their clients, the power dynamics of negotiation between CSWs and their clients were not
challenged (PRB, 2009).
TRANSFORMATIVE GENDER PROGRAMMING

These are policies and programs that seek to transform gender relations to promote equality and achieve
program objectives. This approach attempts to promote gender equality by: 1) fostering critical examination
of inequalities and gender roles, norms and dynamics; 2) recognizing and strengthening positive norms
that support equality and an enabling environment; 3) highlighting the relative position of women, girls and
marginalized groups, and transforming the underlying social structures, policies and broadly held social norms
that perpetuate gender inequalities.
Example: While trying to encourage a community to abandon the practice of female genital mutilation/cutting
(FGM/C), a program engaged women, men, girls, boys and community leaders to examine the existing gender
norms and beliefs leading to the practice of FGM/C. Challenging these norms helped the community identify a
healthy and empowering coming of age ritual for young girls to replace FGM/C (PRB, 2009).
The Gender Equality Continuum emphasizes two key principles important for program implementation:
1. Programs must never be gender exploitative. Such programs violate the public health principle
of “first, do no harm.” While some interventions may be or contain elements that are (intentionally
or unintentionally) blind, the aim should always be to move them toward accommodating, or
ideally, transformative approaches.
2. Programs should ultimately work toward transforming gender roles, norms and dynamics
for positive and sustainable change.
16
Existing Scales for Evaluating Impact
When developing or revising your monitoring and evaluation plan to integrate gender, it is
useful to consider existing indicators and scales that have been developed and validated to examine
gender-related constructs. Below is a list of indicators and scales that have been used in a variety of
locations with diverse populations. The indicators and scales have been used to measure decision-
making, communication, power relations, access to opportunities and resources, and other gender
norms and attitudes.
NAME OF ASPECT OF EXAMPLE QUESTION FOR MORE INFORMATON

MEASURE GENDER
MEASURED
Gender Equitable Gender norms and “I would be outraged if Barker, G, M Nascimento, J Pulerwitz,
Men Scale attitudes my wife asked me to use C Ricardo, M Segundo, and R
a condom” Verma. 2006. Engaging young men in
violence prevention: Reflections from
Latin America and India. In Combating
gender violence in and around
schools. F Leach and C Mitchell, eds.
Trowbridge, UK: Cromwell Press.
FHI360: C-Change. Compendium of

Gender Scales.
Gender Equity Gender norms and Participants are asked Kostic, KM, Schensul, SL, Singh, R,
Scale attitudes about their level of Pelto, P, Saggurti, N. A methodology
agreement with multiple for building culture and gender norms
phrases, such as: “A into intervention: An example from
wife should manage the Mumbai, India. Soc Sci Med, 2011;
household with whatever 72(10):1630-1638.
money the husband
gives.”
17
Women’s Decision- “To what extent do you Alkire, S., Meinzen-Dick, R.,
Empowerment in making, access feel you can make your Peterman, A., Quisumbing, A.,
Agriculture Index to opportunities own personal decisions Seymour, G., & Vaz, A. (2013). The
and resources regarding these aspects women’s empowerment in agriculture
(employment, of household life if you index. World Development, 52, 71-91.
leadership roles) want(ed) to…”
International Food Policy Research
Institute. Women’s Empowerment in
Agriculture Index.
Couple Partner “Can your partner Leon, F, R Lundgren, and C Vasquez.

Communication on communication communicate with you Couple communication on sex
Sex Scale about when to have scale. Institute for Reproductive
intercourse?” Health, Georgetown University. Draft
manuscript.

Gender Scales.
Women’s Power relations “Have you ever been to Schuler, Sidney Ruth, Hashemi,
Empowerment (mobility) the bazaar? Have you Syed Mesbahuddin, & Riley,
Scale ever been there alone?” Ann P. (1997). The influence of
women’s changing roles and status
in Bangladesh’s fertility transition:
Evidence from a study of credit
programs and contraceptive use.
World Development, 25(4), 563-575.
doi: http://dx.doi.org/10.1016/S0305-
750X(96)00119-2

Gender Scales.
DHS Women’s Household decision- “Is a wife justified in Singh, K., Bloom, S., Haney, E.,
Status and making, access to refusing sex with her Olorunsaiye, C., & Brodish, P. (2012).
Empowerment opportunities and husband if…” Gender equality and childbirth in a
Indicators resources, power health facility: Nigeria and MDG5.
relations 1. Her husband has an African journal of reproductive health,
STI? 16(3).
2. Her husband has Wado, YD. (2013). Women’s
sex with other Autonomy and Reproductive
women? Healthcare-Seeking Behavior in
Ethiopia. DHS Working Papers no.
3. She is tired or not in
91. Calverton, Maryland, USA: ICF
the mood?
International. Retrieved from
http://dhsprogram.com/pubs/pdf/
WP91/WP91.pdf
DHS Program. Gender

Corner. Women’s Status and
Empowerment.
UN General Access to resources “Share of women among United Nations. The World’s Women
Statistics Manual (leadership roles) legislators, senior 2010: Trends and Statistics.
Access to officials and managers”
Opportunities
18
Gender Norm Gender norms and Participants are asked Waszak, C, JL Severy, L Kafafi, and I
Attitudes Scale attitudes about their level of Badawi. 2000. Fertility behavior and
agreement with multiple psychological stress: The mediating
phrases, such as: influence of gender norm beliefs
among Egyptian women. Psychology
“If there is limited of Women Quarterly 25:197–208.
amount of money to pay
for tutoring, it should be
spent on the sons first”
Gender Scales.
19
Evidence-based Recommendations for Gender and SBCC
These recommendations were developed based on the evidence from SBCC programs that
have applied a gender lens.
1. Gender and health are inextricably linked and should be addressed in tandem. SBCC
campaigns, whether interdependent or independent, should be more explicit and strategic in
gender transformation and the linkages to health outcomes. For examples, interventions may
address:
• Household decision-making
• Spousal communication
• Power relations between men and women (both in relationships and in the community)
• Unequal access to opportunities, such as employment, education and healthcare
• Cultural norms like gender preference
• Feminine norms that often relegate women to physically taxing work, household
responsibilities and/or reproduction
• Masculine norms that encourage dominance, aggression and power
• Gender-based violence
2. Acknowledge that gender norms are not universal. It is important to note that although many
of the same relationships between gender norms and inequalities and health exist in different
areas of the world, how men and women live, interact and are treated is tied to broader cultural
norms that can and do differ across communities and by social identities, including but not limited
to social class, ethnicity, caste, etc.. Those involved in program design and implementation must
ensure that their work is culturally sensitive and not built on assumptions about gender equality.
3. Balance the priority health needs of men and women, boys and girls. A focus on women’s
reproductive and maternal health are common, but more SBCC programs should explore how
men and women interact as well as the health needs of men independent of women.
4. Improve couple communication. Communication between partners plays an important role in

women’s access to and use of healthcare services. Facilitating this conversation so women and
men are involved in health-related decisions is an essential contribution of SBCC programs.
20
5. Programs should highlight the benefits to both men and women of working towards
gender equity, which does not represent a zero-sum game but capitalizes on the strengths of
interdependence. It may be important to target men directly to ensure that women’s empowerment
does not come at the expense of men feeling disenfranchised.
6. Consider socio-cultural contexts when defining male involvement. Although research has
demonstrated the importance of greater male involvement for improved health outcomes, few
studies have defined how and to what extent such involvement should occur. Programs must
acknowledge that socio-cultural contexts, and individual preferences, play an important role in
defining “ideal” male involvement. For example, some women may not want their partners to go
to the clinic with them, but may desire their support in other ways. Therefore, programs should
identify the gender norms and practices that are culturally and individually relevant barriers to
health services.
7. Gather data from both men and women. Often, our knowledge about gender norms and
practices are drawn from responses from women. In formative research and M&E, programs must
also collect information from men on their attitudes, concerns and aspirations.
21
Assess a Program’s Gender Status
Integrating gender into your SBCC strategy or social marketing
plan can make your health messages more effective, stimulate
equity in gender roles and improve health outcomes. Since the
roles and power relations between men and women affect how
an activity is implemented, it is essential to address these issues
on an ongoing basis (USAID, 2012a).
Before you determine where and how to integrate gender into

an existing SBCC or social marketing program, you need to
determine where your current program stands, what information OBJECTIVES
is still needed and how that information will impact the design, • Understand the difference between
implementation and evaluation of your program. An SBCC a gender-blind and gender-aware
or social marketing program should be designed to be either program
gender transformative, contribute to gender transformation or at • Know the difference between
the very least not reinforce gender inequalities and stereotypes a gender exploitative,
in pursuit of project outcomes. accommodating and transformative
program
A gender transformative approach attempts to transform the
• Determine where along the gender
underlying social structures, policies and social norms to equality continuum your current
achieve gender equality and promote positive change. This is program or strategy sits
done by:
• Use a checklist to identify which
• Fostering critical examination of inequalities and gender key steps to focus your attention
roles, norms and dynamics for a more gender transformative
program
• Recognizing and strengthening positive norms that
support equality and an enabling environment KEY OUTPUT
The key steps in the SBCC process that
• Highlighting the position of women and girls relative to your team needs to focus on to make
men and boys while taking into account the added effects your program gender transformative.
of marginalization (e.g., the intersections of gender and
social class or gender, class and ethnicity) RESOURCES
• P-Process
The Gender Equality Continuum, which is a planning and
• Gender Equality Continuum
diagnostic tool, emphasizes two key principles important for
program implementation: • Trending Topic: Gender
• IGWG Gender and Health Toolkit
• Programs must never be gender exploitative. While some
interventions may contain elements that are (intentionally • Gender Guide for Health
Communication Programs
or unintentionally) accommodating, the aim should always
be to move them toward transformative approaches. CHECKLISTS
• Programs should ultimately work toward transforming • Checklist 0.2.1: Assess your
gender roles, norms and dynamics for positive and Current Program Strategy
sustainable change. ACTIVITY HANDOUTS
When revisiting your existing SBCC strategy or marketing plan • Handout: Gender-Related Social
remember that gender transformation is a process and does not and Behavioral Determinants
happen overnight. Every program is unique with a different start TEMPLATES
and end point. The context in which you work may vary from • Template 0.1.1: Gender Equality
country to country, community to community. Continuum
22
Activities
ACTIVITY 0.1: UNDERSTANDING AND APPLYING THE GENDER EQUALITY
CONTINUUM
This activity will help you understand the Gender Equality Continuum and how to apply it to your
program. The Gender Equality Continuum tool will help you think about and assess if, and how well,
your interventions are currently identifying, examining and addressing gender considerations. Once you
recognize where your program sits along the continuum, you will be able to better answer the questions
in the checklist.
ACTIVITY 0.2: USING A CHECKLIST TO REVIEW YOUR PROGRAM’S CURRENT STATUS

This activity will use a checklist to examine your current SBCC strategy or marketing plan to see how
well gender is integrated into your program. The checklist will ask a series of questions to help you to
determine the status of your program. Based your responses, you will be able to better identify which
steps in the strategy design process to focus your attention.
These activity handouts are included in Appendix 1.
Follow the Steps to Strategy Design

Now that you have assessed your current program it is time to follow the steps of Strategy
Design. Each step will help your team discover new information and revise the existing components of
your SBCC strategy or marketing plan.
You may want to go through the full step-by-step guide, starting with setting a gender transformative
vision, or you may choose to focus your attention on specific areas based on your responses to the
checklist and where you sit along the Gender Equality Continuum. You can access each of the steps
once you get started.
23
Follow the Steps of Strategy Design
Step 1: Set a Gender Transformative
Vision
An important step to integrating gender into your existing SBCC
strategy or marketing plan is to re-evaluate the shared vision
you set at the beginning of your program. Integrating gender
into the vision statement requires that your team be open
and honest about
where your program Gender equality is a shared vision of
stands, and how well STEP 1 OBJECTIVES
social justice and human rights –
the current strategy • Know the importance of having
Phumzile Mlambo-Ngcuka, UN Women a vision that allows for gender
integrates and Executive Director transformation
addresses gender.
• Analyze your current vision
The shared vision statement and identify the gaps that
statement will guide the direction of the strategy by providing exist
a picture of what the situation will look like in the future. It • Collect new information from
should be agreed upon by all stakeholders and will anchor the relevant stakeholders that will
SBCC strategy or marketing plan by stating what the program help to revise your existing vision
hopes to achieve. A good vision statement provides direction, statement
communicates enthusiasm and fosters commitment and • Create a new vision statement that
dedication. It should: applies a gender perspective and
provides an opportunity for gender
• Be ambitious and go beyond what is thought likely in the transformation
near future.
KEY OUTPUT
• Be inspiring and motivating, calling to mind a powerful A well-defined and clear vision
image that triggers emotion and excitement, creates statement that is inspiring, realistic and
enthusiasm and poses a challenge. provides the opportunity to contribute to
• Look at the big picture to give everyone a larger sense of gender transformation in your country.
purpose. RESOURCES
It is important to set a gender transformative vision that • P-Process
provides the opportunity for your project to move along the • Designing a Social and Behavior
Gender Equality Continuum and for gender transformation Change Communication Strategy
to take place. A gender transformative vision allows the • Addressing the Role of Gender
opportunity for the program to engage men and women, and to in the Demand for RMNCH
push for gender equality and better health outcomes. This will Commodities: A Programming Guide
ultimately lead to gender equality and better health outcomes
for men and women, and boys and girls. Setting a vision that is ACTIVITY HANDOUTS
gender transformative will depend on the context in which you • Handout: Gender-Related Social
and Behavioral Determinants
are working, as well as your starting point.
• Handout 1.1.1: Guiding Questions
Activities • Guided Script 1.1.1: Visioning a
Activity 1.1: Defining a Gender Transformative Vision Gender Transformative Community
• Sample Scenario 1.2.1: Its Big News
This activity will use a guided script to help you creatively
illustrate and describe a personal vision for a gender TEMPLATES
transformative community. The activity will guide your team to • Template 1.1.1_A Gender
identify the key elements of a gender transformative community Transformative Vision
to be applied when developing your program’s shared vision. • Template 1.2.1_Its Big News
24
Activity 1.2: Telling Your Program’s Story and Setting a Clear Vision
This activity will guide you to develop a shared vision for your program and how it will contribute
to gender transformation and a gender transformative community. Once you identify a shared
transformative vision, you can use this to guide your strategy design process.
25
Step 2: Gather Gender-specific STEP 2 OBJECTIVES
• Understand the importance of
Information on the Current Situation having a situation analysis that
Now that you know where your program sits along considers gender-related behavioral
the Gender Equality Continuum and have set a vision of determinants
where you want your program to go, the next step is to learn as • Analyze your current situation
much as possible about the extent of the problem. analysis and identify gaps that exist
The information collected during this step is the foundation of • Collect new information from
relevant stakeholders that will help
a good strategy or marketing plan because it allows your team
to integrate and revise your existing
to have a better understanding of the current context, health situation analysis
attitudes, norms and practices, media viewing habits and
credible sources of information and communication channels KEY OUTPUT
(e.g., TV, mobile phones, radio, etc.). During this step you A situation analysis that includes the
should also explore the different policies and laws supported gender dynamics that affect the health
by previous programs and lessons learned through those outcomes of a project, and details the
experiences. problem and your understanding of
its causes, facilitators and possible
Your situation analysis should consider the social and remedies.
behavioral determinants, with a special focus on the gender RESOURCES
dynamics at each level of the socio-ecological model. • P-Process
Understanding how gender constructs like household decision-
• Designing a Social and Behavior
making, spousal communication, power relations, traditional
Change Communication Strategy
values and religious practices, cultural and gender norms,
violence and access to opportunities and resources impact • Addressing the Role of Gender
in the Demand for RMNCH
health can be what makes or breaks your program.
Commodities: A Programming
The following activities can help you further explore the gender Guide
dynamics that may impact your program. They can also help • How to Conduct a Situation Analysis
tease out economic, social, structural, cultural or educational • How to Conduct a Root Cause
barriers or facilitators to behavior change that your team should Analysis
consider as you revise your program. You may also consider • How to Do Audience Analysis
doing an updated literature review or additional formative
research that looks at gender dynamics in relation to your • How to Conduct a Program Analysis
health issue. • The DHS Gender Corner
• The World’s Women 2010: Trends
Activities and Statistics
Activity 2.1: Identifying the Core Problem
ACTIVITY HANDOUTS
This activity will guide you on • Handout: Gender-Related Social
how to conduct a root-cause and Behavioral Determinants
analysis to identify the underlying BLANK TEMPLATES
causes of the health problem • Template 2.1.1_Root Cause
and to validate that your current Analysis Pyramid
program is addressing these • Template 2.2.1_Community and
core challenges. Your root-cause Social Resource Map
analysis should seek to uncover
• Template 2.3.1_Power and
those gender dynamics that are Decisions Matrix
often part of the root cause.
• Template 2.4.1_SWOT Analysis
Table
• Template 2.4.2_SWOT Priority Map
• Template 2.4.3_Priority Action Table
26
Activity 2.2: Mapping the Community and Social Resources
This activity will guide you on how to explore the environment in which men and women live and can
help to better understand the opportunities, social resources, and decision-making power men and
women have in a particular community.
Activity 2.3: Examining Power Dynamics and Decision-Making
This activity will guide you on how to organize a power and decision-making matrix that examines the
role of power and decision-making within a relationship.
Activity 2.4: Exploring and Prioritizing the Strengths, Weaknesses, Opportunities and Threats
This activity will guide you on how to conduct a SWOT analysis, apply the gender-related social and
behavioral determinants, and prioritize those strengths, weaknesses, opportunities and threats that will
have the greatest impact in achieving your vision.
27
Step 3: Create a Gender-focused
Understanding of the Audience
Once you have gathered gender-specific
information on the current situation, you should revisit your
SBCC strategy or marketing plan to make sure you have
a gender-focused understanding of the audience and are
reaching the right people.
By critically examining and understanding who is affected

by the health issue and to whom the communication efforts
should reach, you may want to adjust how you design
your communication efforts. This will allow you to better STEP 3 OBJECTIVES
design and customize appropriate activities, messages and • Learn about the importance of
materials. understanding the social and
behavioral determinants when
When you identify your audience, it is important to remember identifying and selecting the priority
that those most affected by the challenge may not always and influencing audience(s)
be the same group to whom communication efforts should • Analyze your current audience
be directed. For example, just because you are designing selection and segmentation and
a program for women to access family planning does not identify the gaps that may exist
necessarily mean your priority audience will be women. If • Apply the new information, including
your gender analysis found that gender norms are influencing the gender-related social and
household decision-making, women may not have the power behavioral determinants, to better
to choose family planning. As a result, the communication understand your audience
effort may need to target women and their male partners
KEY OUTPUT
together in order to address the gender dynamics around
A thorough understanding of the
power and decision-making within the household. segmented audience(s) with audience
profiles that look at and integrate the
The following activities will help you generate a better
gender-related social and behavioral
understanding of your priority and influencing audience(s). determinants. These may include, but
They will help your team to look beyond the common are not limited to, traditional values, and
demographic characteristics to map the audience’s journey religious and cultural practices for each
and develop their personas. As you work though the identified audience.
activities, be sure to consider the gender-related barriers
and facilitators for each audience and at each level of the RESOURCES
socio-ecological model and what may prevent or help them • Designing a Social and Behavior
participate in the desired behavior. Change Communication Strategy
• Addressing the Role of Gender in the
Activities Demand for RMNCH Commodities: A
Activity 3.1: Mapping your Audience’s Journey Programming Guide
• How to Do Audience Analysis
This activity will guide you on how to create a journey map of
your audience’s experiences - their knowledge, emotions and • How to Do Audience Segmentation
interactions - over an identified period of time. ACTIVITY HANDOUTS
• Handout: Gender-Related Social and
Activity 3.2: Developing Audience Personas Behavioral Determinants
This activity will guide you to develop audience personas in BLANK TEMPLATES
order to better understand your audience. • Template 3.1.1: Map your Audience’s
Journey
• Template 3.2.1:Audience Personas
28
Step 4: Address Gender with a
Behaviors Change Theory
SBCC and social marketing programs
based on communication and behavioral theories,
frameworks and models are more effective than
those without a theoretical base. Since behaviors are
complex, theories help guide the design, implementation
and evaluation of a behavior change program. They
can be used alone or in combination to guide program
design, implementation and evaluation.
Choosing a program theory depends on the type STEP 4 OBJECTIVES

of change needed and what drives your audience’s • Analyze your current choice or combination
behavior. Now that you know more about your current of theory, framework and/or models to
situation and the gender influences on behavior, you determine if they allow your program to
may decide that other theories or frameworks could be integrate, address and evaluate gender
useful for integrating gender into your SBCC strategy or • Select a new theory, framework and/or
marketing plan. model, or combination that allows your
program to integrate, address and evaluate
There are many theories available to SBCC planners, gender, if needed
each of which has a slightly different emphasis. The key
KEY OUTPUT
to designing an effective SBCC strategy or marketing
An identified theory, framework and/or
plan is to select a combination of theories (frameworks model, or combination to be used during the
and/or models) that fit with your initial understanding of SBCC strategy or marketing plan design,
what influences behavior and social norms. implementation and evaluation.
There are also gender-specific theories that can be
RESOURCES
combined with your communication and/or behavioral • Designing a Social and Behavior Change
theory. The combination should apply to the unique Communication Strategy
characteristics of your program and your audience.
• Addressing the Role of Gender in the
The following activity will guide you on integrating Demand for RMNCH Commodities: A
gender into a selected communication or behavioral Programming Guide
theory, or combining a gender theory with a • Pathways Framework
communication or behavioral theory. Before you begin • Socio-Ecological Model
you may want to review the different communication and • HC3 Research Primers
behavioral theories described in the Learn about SBCC
and Gender section. Do not be afraid to look for other • How to Develop a Logic Model
theories used in other disciplines that may be applicable ACTIVITY HANDOUTS
or adaptable to the SBCC context. • Handout: Gender-Related Social and
Behavioral Determinants
Activities
• Handout 4.4.1: Common SBCC
Activity 4.1: Understanding Theory and Integrating
Theories
Gender
BLANK TEMPLATES
This activity will guide you on selecting an SBCC • Template 4.1.1: Applying Gender to your
change theory and pairing it with a gender-specific Behavior Change Theory or Framework
theory.
CASE STUDIES
This activity handout is included in Appendix 1. • Theory Case Study 4.1.1: Tchova Tchova
• Model Case Study 4.1.1: Go Girls! Initiative
29
Step 5: Define Gender Transformative
Communication Objectives
After setting a transformative vision, analyzing the
new information from the situation analysis and adjusting
your priority and influencing audience, you may have decided
you need to revise or add more communication objectives.
Communication objectives should reflect the desired
knowledge, attitudes and practices (or behaviors) of your
intended audience as well as social norms and/or policies,
as a direct result of your SBCC or social marketing program.
They should be clear and specific, and concisely answer:
STEP 5 OBJECTIVES
• What do we want to happen? • Learn about the importance of setting
communication objectives that
• How will this change affect the individual, community consider gender-related behavioral
and society? determinants
• When do we want these changes? • Analyze your current communication
You program most likely has objectives specific to objectives and identify the gaps that
health behaviors, such as an increase in use of modern may exist
contraceptives and/or an increase in utilization of family • Change or add communication
planning clinics. Integrating gender into the objectives of an objectives based on the new
SBCC strategy or marketing plan requires that the social information from the situation analysis
and behavioral determinants identified in the gender-based and revised priority audience(s) to
be able to better meet your goal and
analysis be considered and gender transformative changes
address gender-related behavioral
reflected in your objectives. For example, do you need to add determinants
communication objectives around improved decision-making
power among women? Greater partner communication? KEY OUTPUT
Reduced acceptance of violence against women? Greater Clear, concise communication objectives
involvement of men in family planning counseling? that consider the gender-related
behavioral determinants.
To be transformative, the communication objectives should
not limit themselves to health outcomes alone. Although RESOURCES
your objectives may not address every level of the socio- • Socio-Ecological Model
ecological model, you should consider the socio-cultural • Designing a Social and Behavior
norms that exist within the individual, family, community, Change Communication Strategy
facility and social or structural levels. • Addressing the Role of Gender in the
Demand for RMNCH Commodities: A
Activities Programming Guide
Activity 5.1: Develop Smart (and Transformative)
ACTIVITY HANDOUTS
Objectives
This activity will guide you to develop SMART communication Behavioral Determinants
objectives that are not only clear, specific and concise but BLANK TEMPLATES
gender transformative. Gender transformative objectives will • Template 5.1.1: Identify the Key
allow you to design, implement and measure a program that Elements
contributes to gender transformation. • Template 5.1.2: Communication
Objectives Table
This activity handout is included in Appendix 1.
30
Step 6: Select Strategic Approaches and
Channels
The next step to integrating gender into your
SBCC strategy or marketing plan is to plan how you are
going to communicate to your priority audience to meet your
program’s objectives. This “how” is the strategic approaches
and channels that your SBCC program uses to meet its
objectives.
When considering the strategic approach or mix of

approaches, remember your primary audience and identify
the types of communication channels that will maximize STEP 6 OBJECTIVES
• Learn about the importance of
reach and effectiveness of the messages. A well-thought-out
selecting a strategic approach or
plan will consider the communication landscape, audience
mix of approaches that consider the
characteristics and access, and desired reach and intensity. priority audience and the gender-
It will also be designed to reach the program’s objectives, related behavioral determinants
deliver effective messages and work within the program
• Analyze your current strategic
budget. approach and activities and identify
the gaps that may exist
When assessing the current approaches in your SBCC
• Adjust your strategic approach or
strategy or marketing plan, consider the findings from your
add channels and activities based
gender-based analysis and audience insights. For example: on the new information from the
• Does your intended audience have access to the situation analysis and revised priority
channel? If your program aims to reach women through audience(s) to be able to better meet
mass media, determine if and when a woman has your goal and address gender-related
access to television and if she has the decision-making behavioral determinants
authority to choose the station or program. If your KEY OUTPUT
program is using school-based approaches to reach A strategic framework that clearly outlines
girls, are the most vulnerable girls in school? a combination of approaches to meet
• How do women and men perceive the approaches the program objectives and reach the
intended audience(s).
you have selected? Would they be considered trusted
sources of information for men? For women?
RESOURCES
• Do gender norms affect the implementation and • Designing a Social and Behavior
effectiveness of your approach? If using community Change Communication Strategy
dialogue or group discussions, do you need to hold • Addressing the Role of Gender in the
separate discussions for men and women to ensure Demand for RMNCH Commodities: A
women are able to participate? Programming Guide
• How do gender roles and responsibilities in the family • A Theory Based Framework for Media
and community affect the timing of your approaches? Selection in Demand Generation
If community health workers need to reach men, what Programs
times of day should they visit? • How to Develop a Channel Mix
Using a thoughtful blend of multiple approaches increases an • Utilizing ICT in Demand Generation
audience’s exposure to messages. It also increases repetition for Reproductive, Maternal, Newborn
of the message, allowing different channels to reinforce and Child Health
meaning. Repeat exposure improves the likelihood that a
message will be understood, accepted and acted upon. You
can use a combination of approaches, which include:
• Advocacy
• Mass Media
31
• Support Media/Mid-Media ACTIVITY HANDOUTS
• Community-Based Media
• Community Mobilization • Handout 6.1.1: Common
• Social Mobilization Communication Channels
• Counseling BLANK TAMPLATES
• Interpersonal Communication/Peer Communication • Template 6.1.1: The Socio Ecological
Model
• Distance Learning
• Template 6.1.2: Table for
• Information and Communication Technology Programmatic Approaches
When selecting strategic approaches, you can use a • Template 6.1.3: Pathways Model
framework or model, such as the Pathways framework, • Template 6.2.1: Choose the Right
to help guide the appropriate mix of channels across the Channels and Activities
different socio-ecological levels. Frameworks help to guide
the design and implementation of a program by showing how
the approach(es) and activities will contribute to objectives.
Even if the communication messages and materials are
wonderfully and cleverly designed, if they do not reach the
intended audience, they will not be effective.
Activities
Activity 6.1: Using Models and Frameworks to Select the
Right Approaches
This activity will guide you on how to use the socio-ecological

model and Pathway framework to identify, select and validate
the best approaches to guide your program to achieve the set
objectives.
Activity6.2: Identifying the Best Channels to Reach the

Audience
This activity will guide you to identify the different channels

and determine if they are realistic and relevant to your
program. The activity will help you think though the time
and resources needed, as well as the demographic and
psychographic characteristics of your audience, including the
different gender dynamics.
32
Step 7: Integrate Gender into Program STEP 7 OBJECTIVES
• Understand the importance of
Positioning and Message Strategy having a positioning statement and
The positioning statement will incorporate messages that consider gender and
the information from previous steps and synthesize this do not negatively reinforce the role of
information to form a complete picture of your SBCC strategy men and women
or marketing plan. Positioning is the identity you want your • Analyze your current positioning
SBCC program to have. It presents the strategic approach statement and messages, and identify
in a way that is persuasive and appealing and memorable the gaps that may exist
to the intended audience. In the context of strategic design, • Adjust your positioning statement
positioning means presenting a challenge, service or product and/or messages based on the new
so that it stands out. It also provides direction and shapes the information from the situation analysis
development of messages. It is the consistent voice that runs and revised priority audience(s) to
throughout and reinforces activities for a cumulative effect. be able to better meet your goal and
address gender-related behavioral
With a well-thought-out positioning statement and message determinants
strategy, programs can better develop messages that
KEY OUTPUT
consider the gender dynamics and determinants discovered
A clear positioning statement and
during the analysis phase. As a first step, be sure your message strategy that looks at the
positioning does not reinforce negative gender norms, gender-related behavioral determinants
traditions and practices. For example, if you position male and does not negatively reinforce the role
involvement in family planning campaign around “strong of men and women.
men,” this may reinforce gender norms about masculinity
and male dominance. Ideally, your positioning will be RESOURCES
gender transformative, which will help shape the choice • P-Process
of appropriate strategic approaches and messages that • Designing a Social and Behavior
transform gender-related norms, attitudes and behaviors Change Communication Strategy
towards a healthier society. • How to Create a Brand Strategy
Part 2: Developing Positioning for a
Activities Branded Product, Service or Behavior
Activity 7.1: Deciding How to Position Your Program • How to Create a Brand Strategy Part
This activity will guide you in 3: Developing the Personality and
looking at your programmatic Look of the Brand
perspective versus the • How to Design SBCC Messages
audience perspective and how • Addressing the Role of Gender in the
best to position your program to Demand for RMNCH Commodities: A
find the sweet spot. The activity Programming Guide
will help you consider if you
should position it as a program ACTIVITY HANDOUTS
for women, men, health or
gender.
BLANK TEMPLATES
Activity 7.2: Designing the Right Messages • Template 7.1.1: SBCC Value
Proposition Canvas
This activity will guide you in designing a message strategy
that will move your audience from their current behaviors to • Template 7.2.1: Design the Right
the desired behaviors. The activity will examine the potential Messages
consequences of how messages are phrased and the
resulting changes in behavior.
33
Step 8: Add Gender Indicators to a STEP 8 OBJECTIVES
• Learn about some of the indicators
Monitoring and Evaluation Plan used to measure the gender-related
To monitor progress and measure impact for social and behavioral determinants
gender transformation in SBCC programs, it is important • Identify and develop indicators that
to ensure the right indicators and the right questions are your program can use to measure the
included in a quality monitoring and evaluation plan. gender-related effects of your SBCC
interventions
Through a quality monitoring and evaluation process,
implementers can gather information that can be used to KEY OUTPUT
improve current and future programs. Your plan should also A list of indicators that measure the
try to identify any unintended consequences on women and gender-related effects of your program to
men, girls and boys. This data is invaluable when applying a include in your monitoring and evaluation
plan.
gender transformative approach to health programming.
Evaluations of SBCC programs RESOURCES

may face challenges when • Designing a Social and Behavior
operationalizing complex socio- Change Communication Strategy
cultural constructs like gender • Addressing the Role of Gender in the
transformation or gender Demand for RMNCH Commodities: A
norms. Researchers have Programming Guide
highlighted how gender norms • How to Develop Monitoring Indicators
and practices can occur at the • How to Develop a Monitoring and
couple, household, community Evaluation Plan
and structural levels, and how • How to Conduct Qualitative Formative
they may vary across different Research
contexts.
• Compendium of Gender Scales
A first step to measuring gender transformation is to • Women’s Empowerment in Agriculture
disaggregate data by sex. Researchers also use gender- Index
specific measures such as: • The DHS Gender Corner
• Women’s and men’s involvement in household • The World’s Women 2010: Trends
decisions, including health and family planning and Statistics
decisions • Gender-Equity or Gender Equality
Scales and Indices for Potential Use
• Freedom of movement
in Aquatic Agricultural Systems
• Women’s social status: employment, education or age
at first marriage ACTIVITY HANDOUTS
• Attitudes toward, and prevalence of, gender-based Behavioral Determinants
violence
• Handout 8.1.1: Table of Gender
• Attitudes concerning roles within the household, Indicators
including childcare
Blank Templates:
• Attitudes about sexual norms, such as the ability and/ • Template8.1.1: New Gender
or right of women to refuse sex, men’s perceptions Indicators Tables
about sex and number of sexual partners
There are a number of indicators and existing scales that
have already been tested and validated that you can use to
examine key gender-related constructs. The choice of what
to measure will differ depending on the goals and objectives
of the program. Refer to existing scales for evaluating
impact.
34
It is recommended that you engage a researcher who specializes in SBCC and/or gender to develop a
more thorough plan. It is also critical to train data collectors and key research staff on the role of gender
in evaluations and conducting participatory and inclusive dissemination of the results.
Activities
Activity 8.1: Measuring Gender Constructs
This activity will help you review your existing monitoring and evaluation plan to make sure it includes
gender indicators and is designed to monitor and evaluate your revised communication objectives. The
activity will also guide you to develop gender-relevant indicators to measure the effectiveness of your
program.
This activity handout is included in Appendix 1.
35
Step 9: Integrate Gender into the Strategy and Prepare for Next Steps
You have now completed the steps necessary for integrating gender into your existing SBCC
strategy or marketing plan. Along the way, you undertook activities to help you:
• Set a Gender Transformative Vision

• Gather Gender-Specific Information on Your Current Situation
• Create a Gender-Focused Understanding of Your Audience
• Address Gender with a Behavior Change Theory
• Define Gender Transformative Communication Objectives
• Select Strategic Approaches and Channels
• Integrate Gender into Program Positioning and Message Strategy
• Add Gender Indicators to a Monitoring and Evaluation Plan
You are now prepared to incorporate this important new information about gender into an existing
program. You can also use it when developing a new SBCC strategy or marketing plan.
Program staff should be prepared to address gender issues throughout the implementation of a
program. Although some of these issues may be unexpected or unforeseen, it is possible to develop
a plan that will help to identify and/or mitigate the issues as they arise. An implementation plan should
consider how to secure the active participation of men and women in the rollout of the strategy.
Successfully integrating gender into your program requires scrutinizing how the implementation of
program activities uphold the gender elements synthesized throughout the previous steps.
The SBCC strategy design process is the first step in

having a gender transformative program but it is only one of
them. Most successful SBCC programs follow a process of
design, implementation and monitoring. The P Process is
a step-by-step roadmap that can guide you from a loosely
defined concept about changing behavior to a strategic and
participatory program that is grounded in theory and has
measurable impact. The P Process consists of the following
five steps:
1. Inquire
2. Design Strategy
3. Create and Test
4. Mobilize and Monitor
5. Evaluate and Evolve
Think about how you may apply your new knowledge to the rest of your program. Gender
should be integrated into each and every step of the process. Multiple stakeholders at the
national, district and community levels should be fully engaged and trained on gender, which
in turn strengthens their capacity for SBCC planning and implementation.
36
Appendix 1: Activity Handouts and Templates
ASSES A PROGRAM’S GENDER STATUS
• Activity 0.1 Understanding and Applying the Gender Equality Continuum
• Activity 0.2: Using a Checklist to Review Your Program’s Current Status
STEP 1: SET A GENDER TRANSFORMATIVE VISION

• Activity 1.1: Defining a Gender Transformative Vision
• Activity 1.2: Telling Your Program’s Story and Setting a Clear Vision
STEP 2: GATHER GENDER SPECIFIC INFORMATION ON THE CURRENT SITUATION

• Activity 2.1: Identifying the Core Problem
• Activity 2.2: Mapping Community and Social Resources
• Activity 2.3: Examining Power Dynamics and Decision-Making
• Activity 2.4: Exploring and Prioritizing the Strengths, Weaknesses, Opportunities and Threats
STEP 3: CREATE A GENDER FOCUSED UNDERSTANDING OF THE AUDIENCE

• Activity 3.1: Mapping Your Audience’s Journey
• Activity 3.2: Developing Audience Personas
STEP 4: ADDRESS GENDER WITH A BEHAVIOR CHANGE THEORY

• Activity 4.1: Applying Gender to Your Behavior Change Theory or Framework
STEP 5: DEFINE GENDER TRANSFORMATIVE COMMUNICATION OBJECTIVES

• Activity 5.1: Develop SMART (and Transformative) Communication Objectives
STEP 6: SELECT STRATEGIC APPROACHES AND CHANNELS

• Activity 6.1: Using Models and Frameworks to Select the Right Approaches
• Activity 6.2: Identifying the Best Channels and Activities to Reach Your Audience
STEP 7: INTEGRATE GENDER INTO PROGRAM POSITIONING AND MESSAGE

STRATEGY
• Activity 7.1: Deciding How to Position Your Program
• Activity 7.2: Designing the Right Messages
STEP 8: ADD GENDER INDICATORS TO A MONITORING AND EVALUATION PLAN

• Activity 8.1: Measuring Gender Constructs
37
Template 0.1.1: Gender Equality Continuum
Gender blind ignores:
• The set of economic/socio political roles, rights,
entitlements, responsibilities, obligations and
Gender Blind Based on your understanding of the program, decide
if it is gender blind or gender aware. Consider how the
associations with being female and male program has been implemented, and any data you may
• Power dynamics between and among men and women, have.
boys and girls
Examines and addresses these gender considerations

Gender Aware and adopts an approach along the continuum.
Exploitative Accommodating Transformative

1. Fosters critical examination of
gender norms (attitudes and GOAL
Reinforces or takes Works around
practices) and dynamics.
2. Strengthens or creates systems
advantage of gender existing gender (a set of interacting structures,
practices and relations) that
Gender
inequalities and differences and support gender equality. equality
3. Strengthens or creates equitable
stereotypes. inequalities. gender norms and dynamics. and better
4. Changes inequitable gender
norms and dynamics. development
outcomes
Once you decide if your program is gender blind or gender aware, consider where the project sits along
the gender continuum above.
Now that you know where your program sits along the Gender Equality Continuum, think about and list what steps you can take to integrate gender for a
more transformative approach. Keep these with you to refer to as you revise your SBCC strategy.
Adapted from: http://www.igwg.org/igwg_media/Training/FG_GendrIntegrContinuum.pdf
Template 1.1.1: A Gender Transformative Vision
Share and write the key elements of your dreams – the things that made you feel good about your community.
Use the T-Shirt template to develop a pictorial representation of your vision in the form of a statement, story or
picture. Your vision should represent a gender transformative community.
It should be short and succinct, and able to communicate the idea but still fit on a T-shirt!
Template 1.2.1: It's BIG News!
Name of Publication
Date: List the day, month and year of your vision
today’s tomorrow’s
WEATHER WEATHER
In Other News:
In city news... In sporting news... In international news...
Front Page Headline: It’s BIG news!

Think about the community you have envisioned in the previous exercise.
Now think about what story you want to be told about your organization in ten years time.
In the space below, tell that story. Give it a headline. Describe or draw a photograph.
And remember, this is BIG news!
Photograph.
Draw or describe an image that
helps to tell the story.
News Story.
Describe what a publication would say about the
contribution your organization has made.
1
Characteristics.
List three words that a
2 publication would use to
describe youur
organization.
3
Template 2.1.1: Root-Cause Analysis Pyramid
Effects
Health Problem
Direct Direct
Causes Causes
Indirect Causes
Underlying Causes
Template 2.2.1: Community and Social Resource Map
Map Key:
Communication Topic
Perceived
Importance
Discussed?
Yes/No/Sometimes
Template 2.3.1: Power and Decisions
Discussed?
Yes/No/Sometimes
Rank Communication
Partner’s Mother
Own Mother
Other Relatives
Influencers
Friends/Peers
Male Partner
Health Care Worker
Partner’s Mother
Own Mother
Other Relatives
Female
Influencers
Friends/Peers
Health Care Worker
Partner
Woman
Favors:
Decision
Template 2.4.1: SWOT Analysis Table
Individual
Family Service Social and
Community
and Peer Delivery Structural
Women Men
Strengths
Weaknesses
Opportunities
Threats
Template 2.4.2: Priority Map
Ideal Strategic
(+)
Difficulty
Targeted High Value

(-)
Importance
(-) (+)
Template 2.4.3: Priority Action Table
Priority Action Responsible Due Date
Template 3.1.1: Map your Audience’s Journey
Audience Segment:
PHASES
KNOWLEDGE
of the Audience
HIGH
Segment
LOW
EMOTIONS
of the Audience
HIGH
Segment
LOW
SKILLS and
PERSONAL ACTIONS
of the Audience
Segment
INTERACTIONS
with Others
Key Points to
Intervene
Template 3.2.1: Audience Personas
Audience Persona Name: Section 1: WHO?
Background
Job. Career.
Family. Parity status.
Marital status. Other.
Demographics
Gender. Age.
Education. Income.
Geographic location. Other.
Identifiers
(Psychographics)
Personality. Values. Opinions.
Attitudes. Interests. Lifestyle. Peer group.
Sexuality. Family Planning User. Other.
Audience Persona Name: Section 2: WHAT?
Personal Goals
Primary goal. Secondary goal. Others.
Challenges/Barriers
Primary challenge.
Secondary challenge. Others.
Opportunities/ Facilitators
Primary opportunity.
Secondary opportunity. Others.
Audience Persona Name: Section 3: WHY?
Behavioral Objectives
What is the behavior you would like to
see the persona demonstrate?
Common Objectives
Why would they adopt the behavior,
service or product?
Audience Persona Name: Section 4: HOW?
How can we help?

…our persona achieve their goals?
…our persona overcome their challenges?
Communication Message
How should you describe your solution
to your persona?
Elevator Pitch
Sell your persona on the solution!
Template 4.1.1: Applying Gender to your Behavior Change Theory
or Framework
List your theory
or framework
List the key

constructs
For each Is this construct influenced by gender-based power dynamics?

construct Yes Yes Yes Yes Yes
consider the
following Are there any social structures that influence the construct?
Do they act as a barrier or facilitator?
Yes Yes Yes Yes Yes
Is this construct influenced by the dominance of one group over another?

Yes Yes Yes Yes Yes
How to gender roles and norms influence this construct?

Yes Yes Yes Yes Yes
What underlying gender-related determinants of health affect this construct?

Yes Yes Yes Yes Yes
Does gender-based division of labor influence your understanding of the construct?

Yes Yes Yes Yes Yes
What
implications
does this have
for your strategy?
Template 5.1.1: Identify the Key Elements
Audience Desired Change How Much Change Timeframe

Who? What? How Much? When?
Template 5.1.2: Communication Objectives Table
Socio Ecological Level

Audience Segment
Desired Change
How much Change
Time

Audience Segment
Desired Change
How much Change
Time

Audience Segment
Desired Change
How much Change
Time

Audience Segment
Desired Change
How much Change
Time
Template 6.1.1: The Socio Ecological Model
Enabling Environments
Service Delivery
Community
Family and Peer Networks
Individuals
Service Delivery
Community
Individuals
Template 6.1.2: Table for Programmatic Approaches
How may Gender Impact

Level Approach Benefits/Risks Possible Adaptations
the Approach?
Template 6.1.3: Pathways Model
Underlying Levels of Initial Behavioral Sustainable
Conditions Communication Outcomes Outcomes Health Outcomes
Context
Reduction in:
Increase in:
Resources
Template 6.2.1: Choose the Right Channels and Activities
TIME RESOURCES AUDIENCE
DEMOGRAPHICS and
PSYCHOGRAPHICS
Template 7.1.1: SBCC Value Proposition Canvas
BEHAVIOR (We Want) AUDIENCE EXPERIENCE
Benefits: Experience:
What is your
Position?
Wants:
Fears:
Features: Needs:
SWEET
SPOT!
Organization: Current Lifestyle and Practices:

Behavior:
Ideal Audience:
Template 7.2.1: Develop the Right Messages
Current Belief: Key Message: Desired Belief:

What does your audience segment Looking at the current beliefs and actions of your What do you want your audience
currently believe or feel about the audience segment versus the desired beliefs and your segment to believe or feel about
desired behavior? actions, what is your message? the desired behavior?
What can you say to your audience segment to change
from their current state to your desired state?
Use your audience analysis and audience profile from
your SBCC value proposition canvas.
Your message(s) should be framed in a way that does not
reinforce harmful gender norms and strives for gender
transformation.
Current Actions: Desired Actions:

What is the current action or What does your audience segment
practice of your audience segment? currently believe or feel about the
desired behavior?
Template 8.1.1: New Gender Indicators Table
Existing Indicators
New Indicators
Current Indicator Revised Indicator
Appendix 2: Blank Templates
ASSESS A PROGRAM’S GENDER STATUS
• Template 0.1.1: Gender Equality Continuum
STEP 1: SET A GENDER TRANSFORMATIVE VISION

• Template 1.1.1: A Gender Transformative Vision
• Template 1.2.1: It’s Big News!
STEP 2: GATHER GENDER SPECIFIC INFORMATION ON THE CURRENT SITUATION

• Template 2.1.1: Root Cause Analysis Pyramid
• Template 2.2.1: Community and Social Resource Map
• Template 2.3.1: Power and Decisions
• Template 2.4.1: SWOT Analysis Table
• Template 2.4.2: SWOT Priority Map
• Template 2.4.3: Priority Action Table
STEP 3: CREATE A GENDER FOCUSED UNDERSTANDING OF THE AUDIENCE

• Template 3.1.1: Map yYour Audience’s Journey
• Template 3.2.1:Audience Personas
STEP 4: ADDRESS GENDER WITH A BEHAVIOR CHANGE THEORY

• Template 4.1.1: Applying Gender to Your Behavior Change Theory or Framework
STEP 5: DEFINE GENDER TRANSFORMATIVE COMMUNICATION OBJECTIVES

• Template 5.1.1: Identify the Key Elements
• Template 5.1.2: Communication Objectives Table
STEP 6: SELECT STRATEGIC APPROACHES AND CHANNELS

• Template 6.1.1: The Socio Ecological Model
• Template 6.1.2: Table for Programmatic Approaches
• Template 6.1.3: Pathways Model
• Template 6.2.1: Choose the Right Channels and Activities
STEP 7: INTEGRATE GENDER INTO PROGRAM POSITIONING AND MESSAGE

STRATEGY
• Template 7.1.1: SBCC Value Proposition Canvas
• Template 7.2.1: Design the Right Messages
STEP 8: ADD GENDER INDICATORS TO A MONITORING AND EVALUATION PLAN

• Template8.1.1: New Gender Indicators Tables
126
Template 0.1.1: Gender Equality Continuum
Gender blind ignores:
• The set of economic/socio political roles, rights,
entitlements, responsibilities, obligations and
Gender Blind Based on your understanding of the program, decide
if it is gender blind or gender aware. Consider how the
associations with being female and male program has been implemented, and any data you may
• Power dynamics between and among men and women, have.
boys and girls
Examines and addresses these gender considerations

Gender Aware and adopts an approach along the continuum.
Exploitative Accommodating Transformative

1. Fosters critical examination of
gender norms (attitudes and GOAL
Reinforces or takes Works around
practices) and dynamics.
2. Strengthens or creates systems
advantage of gender existing gender (a set of interacting structures,
practices and relations) that
Gender
inequalities and differences and support gender equality. equality
3. Strengthens or creates equitable
stereotypes. inequalities. gender norms and dynamics. and better
4. Changes inequitable gender
norms and dynamics. development
outcomes
Once you decide if your program is gender blind or gender aware, consider where the project sits along
the gender continuum above.
Now that you know where your program sits along the Gender Equality Continuum, think about and list what steps you can take to integrate gender for a
more transformative approach. Keep these with you to refer to as you revise your SBCC strategy.
Adapted from: http://www.igwg.org/igwg_media/Training/FG_GendrIntegrContinuum.pdf
Template 1.1.1: A Gender Transformative Vision
Share and write the key elements of your dreams – the things that made you feel good about your community.
Use the T-Shirt template to develop a pictorial representation of your vision in the form of a statement, story or
picture. Your vision should represent a gender transformative community.
It should be short and succinct, and able to communicate the idea but still fit on a T-shirt!
Template 1.2.1: It's BIG News!
Name of Publication
Date: List the day, month and year of your vision
today’s tomorrow’s
WEATHER WEATHER
In Other News:
In city news... In sporting news... In international news...
Front Page Headline: It’s BIG news!

Think about the community you have envisioned in the previous exercise.
Now think about what story you want to be told about your organization in ten years time.
In the space below, tell that story. Give it a headline. Describe or draw a photograph.
And remember, this is BIG news!
Photograph.
Draw or describe an image that
helps to tell the story.
News Story.
Describe what a publication would say about the
contribution your organization has made.
1
Characteristics.
List three words that a
2 publication would use to
describe youur
organization.
3
Template 2.1.1: Root-Cause Analysis Pyramid
Effects
Health Problem
Direct Direct
Causes Causes
Indirect Causes
Underlying Causes
Template 2.2.1: Community and Social Resource Map
Map Key:
Communication Topic
Perceived
Importance
Discussed?
Yes/No/Sometimes
Template 2.3.1: Power and Decisions
Discussed?
Yes/No/Sometimes
Rank Communication
Partner’s Mother
Own Mother
Other Relatives
Influencers
Friends/Peers
Male Partner
Health Care Worker
Partner’s Mother
Own Mother
Other Relatives
Female
Influencers
Friends/Peers
Health Care Worker
Partner
Woman
Favors:
Decision
Template 2.4.1: SWOT Analysis Table
Individual
Family Service Social and
Community
and Peer Delivery Structural
Women Men
Strengths
Weaknesses
Opportunities
Threats
Template 2.4.2: Priority Map
Ideal Strategic
(+)
Difficulty
Targeted High Value

(-)
Importance
(-) (+)
Template 2.4.3: Priority Action Table
Priority Action Responsible Due Date
Template 3.1.1: Map your Audience’s Journey
Audience Segment:
PHASES
KNOWLEDGE
of the Audience
HIGH
Segment
LOW
EMOTIONS
of the Audience
HIGH
Segment
LOW
SKILLS and
PERSONAL ACTIONS
of the Audience
Segment
INTERACTIONS
with Others
Key Points to
Intervene
Template 3.2.1: Audience Personas
Audience Persona Name: Section 1: WHO?
Background
Job. Career.
Family. Parity status.
Marital status. Other.
Demographics
Gender. Age.
Education. Income.
Geographic location. Other.
Identifiers
(Psychographics)
Personality. Values. Opinions.
Attitudes. Interests. Lifestyle. Peer group.
Sexuality. Family Planning User. Other.
Audience Persona Name: Section 2: WHAT?
Personal Goals
Primary goal. Secondary goal. Others.
Challenges/Barriers
Primary challenge.
Secondary challenge. Others.
Opportunities/ Facilitators
Primary opportunity.
Secondary opportunity. Others.
Audience Persona Name: Section 3: WHY?
Behavioral Objectives
What is the behavior you would like to
see the persona demonstrate?
Common Objectives
Why would they adopt the behavior,
service or product?
Audience Persona Name: Section 4: HOW?
How can we help?

…our persona achieve their goals?
…our persona overcome their challenges?
Communication Message
How should you describe your solution
to your persona?
Elevator Pitch
Sell your persona on the solution!
Template 4.1.1: Applying Gender to your Behavior Change Theory
or Framework
List your theory
or framework
List the key

constructs
For each Is this construct influenced by gender-based power dynamics?

construct Yes Yes Yes Yes Yes
consider the
following Are there any social structures that influence the construct?
Do they act as a barrier or facilitator?
Yes Yes Yes Yes Yes
Is this construct influenced by the dominance of one group over another?

Yes Yes Yes Yes Yes
How to gender roles and norms influence this construct?

Yes Yes Yes Yes Yes
What underlying gender-related determinants of health affect this construct?

Yes Yes Yes Yes Yes
Does gender-based division of labor influence your understanding of the construct?

Yes Yes Yes Yes Yes
What
implications
does this have
for your strategy?
Template 5.1.1: Identify the Key Elements
Audience Desired Change How Much Change Timeframe

Who? What? How Much? When?
Template 5.1.2: Communication Objectives Table

Audience Segment
Desired Change
How much Change
Time

Audience Segment
Desired Change
How much Change
Time

Audience Segment
Desired Change
How much Change
Time

Audience Segment
Desired Change
How much Change
Time
Service Delivery
Community
Individuals
Service Delivery
Community
Individuals
Template 6.1.2: Table for Programmatic Approaches
How may Gender Impact

Level Approach Benefits/Risks Possible Adaptations
the Approach?
Template 6.1.3: Pathways Model
Underlying Levels of Initial Behavioral Sustainable
Conditions Communication Outcomes Outcomes Health Outcomes
Context
Reduction in:
Increase in:
Resources
Template 6.2.1: Choose the Right Channels and Activities
TIME RESOURCES AUDIENCE
DEMOGRAPHICS and
PSYCHOGRAPHICS
Template 7.1.1: SBCC Value Proposition Canvas
BEHAVIOR (We Want) AUDIENCE EXPERIENCE
Benefits: Experience:
What is your
Position?
Wants:
Fears:
Features: Needs:
SWEET
SPOT!
Organization: Current Lifestyle and Practices:

Behavior:
Ideal Audience:
Template 7.2.1: Develop the Right Messages
Current Belief: Key Message: Desired Belief:

What does your audience segment Looking at the current beliefs and actions of your What do you want your audience
currently believe or feel about the audience segment versus the desired beliefs and your segment to believe or feel about
desired behavior? actions, what is your message? the desired behavior?
What can you say to your audience segment to change
from their current state to your desired state?
Use your audience analysis and audience profile from
your SBCC value proposition canvas.
Your message(s) should be framed in a way that does not
reinforce harmful gender norms and strives for gender
transformation.
Current Actions: Desired Actions:

What is the current action or What does your audience segment
practice of your audience segment? currently believe or feel about the
desired behavior?
Template 8.1.1: New Gender Indicators Table
Existing Indicators
New Indicators
Current Indicator Revised Indicator
Appendix 3: Resources
GENDER SPECIFIC RESOURCES
• Addressing the Role of Gender in the Demand for RMNCH Commodities: A Programming Guide
– http://sbccimplementationkits.org/demandrmnch/wp-content/uploads/sites/2/2015/04/LSC-
Gender-Guide-FINAL.pdf
• Care Gender Toolkit – http://gendertoolkit.care.org/default.aspx
• Gender Equality Continuum – http://sbccimplementationkits.org/gender/sbcc-gender-models-
and-frameworks/
• Gender Guide for Health Communication Programs – http://www.thehealthcompass.org/sbcc-
tools/gender-guide-health-communication-programs
• The Health COMpass Trending Topic: Gender – http://www.thehealthcompass.org/trending-
topics/gender
• IGWG Gender and Health Toolkit – https://www.k4health.org/toolkits/igwg-gender
SBCC PROGRAMMATIC RESOURCES

• Designing a Social and Behavior Change Communication Strategy – http://
sbccimplementationkits.org/courses/designing-a-social-and-behavior-change-communication-
strategy/
• The Health COMpass: How to Conduct a Situation Analysis – http://www.thehealthcompass.org/
how-to-guides/how-conduct-situation-analysis
• The Health COMpass: How to Conduct a Root Cause Analysis – http://www.thehealthcompass.
org/how-to-guides/how-conduct-root-cause-analysis
• The Health COMpass: How to Do Audience Analysis – http://www.thehealthcompass.org/how-to-
guides/how-do-audience-analysis
• The Health COMpass: How to Do Audience Segmentation – http://www.thehealthcompass.org/
how-to-guides/how-do-audience-segmentation
• The Health COMpass: How to Conduct a Program Analysis – http://www.thehealthcompass.org/
how-to-guides/how-conduct-program-analysis
• The Health COMpass: How to Design SBCC Messages – http://www.thehealthcompass.org/how-
to-guides/how-design-sbcc-messages
• The Health COMpass: How to Develop a Channel Mix – http://www.thehealthcompass.org/how-
to-guides/how-develop-channel-mix-plan
• The Health COMpass: How to Create a Brand Strategy Part 2 - Developing Positioning for a
Branded Product, Service or Behavior – http://www.thehealthcompass.org/how-to-guides/how-
create-brand-strategy-part-2-developing-positioning-branded-product-service-or
• The Health COMpass: How to Create a Brand Strategy Part 3 - Developing the Personality and
Look of the Brand – http://www.thehealthcompass.org/how-to-guides/how-create-brand-strategy-
part-3-developing-personality-and-look-brand
• P-Process – http://www.thehealthcompass.org/sites/default/files/strengthening_tools/P%20
Process%20Eng%20%26%20Fr.pdf
• Pathways Framework – http://sbccimplementationkits.org/gender/sbcc-gender-models-and-
frameworks/
• Socio-Ecological Model – http://sbccimplementationkits.org/gender/sbcc-gender-models-and-
frameworks/
152
• A Theory Based Framework for Media Selection in Demand Generation Programs – http://
sbccimplementationkits.org/demandrmnch/wp-content/uploads/sites/2/2015/04/Media-Selection-
in-Demand-Generation-Programs-FINAL.pdf
• Utilizing ICT in Demand Generation for Reproductive, Maternal, Newborn and Child Health
– http://sbccimplementationkits.org/demandrmnch/wp-content/uploads/sites/2/2015/04/
CaseStudies-FINAL.pdf
RESEARCH, MONITORING AND EVALUATION

• Compendium of Gender Scales – https://www.c-changeprogram.org/content/gender-scales-
compendium/index.html
• The DHS Gender Corner – https://www.dhsprogram.com/Topics/Gender-Corner/index.cfm
• Gender-Equity or Gender Equality Scales and Indices for Potential Use in Aquatic Agricultural
Systems – http://pubs.iclarm.net/resource_centre/AAS-2014-37.pdf
• HC3 Research Primers – http://www.thehealthcompass.org/campaign-kit-or-package/hc3-
research-primers
• The Health COMpass: How to Develop a Logic Model – http://www.thehealthcompass.org/how-
to-guides/how-develop-logic-model-0
• The Health COMpass: How to Develop Monitoring Indicators – http://www.thehealthcompass.org/
how-to-guides/how-develop-monitoring-indicators
• The Health COMpass: How to Develop a Monitoring and Evaluation Plan – http://www.
thehealthcompass.org/how-to-guides/how-develop-monitoring-and-evaluation-plan
• The Health COMpass: How to Conduct Qualitative Formative Research – http://www.
thehealthcompass.org/how-to-guides/how-conduct-qualitative-formative-research
• Women’s Empowerment in Agriculture Index – http://www.ifpri.org/publication/womens-
empowerment-agriculture-index
• The World’s Women 2010: Trends and Statistics – http://unstats.un.org/unsd/demographic/
products/Worldswomen/Executive%20summary.htm
CASE EXAMPLES OR GENDER PROJECTS

• African Trasformation – https://www.k4health.org/sites/default/files/african_transformation_toolkit.
pdf
• Brothers for Life – http://www.brothersforlife.org/
• GREAT Project – http://irh.org/projects/great_project/
• Go Girls! Initiative Toolkit – http://www.thehealthcompass.org/project-examples/go-girls-toolkit
• Zazi: Know your Strength – http://www.zazi.org.za/
• Reproductive Health Access Project – http://www.reproductiveaccess.org/
153
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Ahluwalia, I. B., Schmid, T., Kouletio, M., & Kanenda, O. (2003). An evaluation of a community-
based approach to safe motherhood in northwestern Tanzania. International Journal of Gynecology &
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Ahmed, S., Creanga, A. A., Gillespie, D. G., & Tsui, A. O. (2010). Economic status, education and
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Integrating Gender into Social and Behavior

Change Commuication: An Implementation Kit

Health Communication Capacity Collaborative

© 2017, Johns Hopkins University.

About this Implementation Kit............................................................................................................1

Learn about SBCC and Gender..........................................................................................................3

Assess a Program’s Gender Status...................................................................................................22

Follow the Steps of Strategy Design.................................................................................................24

Step 1: Set a Gender Transformative Vision.....................................................................................24

Appendix 1: Activity Handouts............................................................................................................37

Activity 0.1: Understanding and Applying the Gender Equality Continuum......................................38

Appendix 2: Blank Templates............................................................................................................126

Template 0.1.1: Gender Equality Continuum.....................................................................................127

What Is the Purpose of this Implementation Kit?

Who Is the Audience for this I-Kit?

What Does this I-Kit Contain?

How to Use this I-Kit

The I-Kit is divided into three main sections:

Key Gender Concepts

What Do We Mean by Gender?

What Are Gender Norms?

What Is the Difference between Gender Equity and Gender Equality?

What Is Gender Bias?

What Is Gender-based Violence?

What Are Some Common Concepts for Addressing Gender Inequalities?

Couple Communication and Decision-Making

GENDER CONSIDERATIONS SUPPORTING EVIDENCE INCLUDES:

Families with more educated women have also

Social Cultural and Gender Norms

GENDER CONSIDERATIONS SUPPORTING EVIDENCE INCLUDES:

Other analyses on data from Nepal have

Gender and the Strategic Design of SBCC

A strategic analysis and design process, such as the

How Can SBCC Influence Gender Transformation?

OTHER APPROACHES TO BEHAVIOR CHANGE

THEORY OF PLANNED BEHAVIOR

EXTENDED PARALLEL PROCESSING

THEORY OF GENDER AND POWER

FEMINIST POLICITAL ECOLOGY

> Community: > Cross-cutting:

• Community mobilization (“Go • Reality radio programming

• Adult-child communication skills training

ACCOMMODATING GENDER PROGRAMMING

TRANSFORMATIVE GENDER PROGRAMMING

NAME OF ASPECT OF EXAMPLE QUESTION FOR MORE INFORMATON

FHI360: C-Change. Compendium of

Couple Partner “Can your partner Leon, F, R Lundgren, and C Vasquez.

FHI360: C-Change. Compendium of

FHI360: C-Change. Compendium of

DHS Program. Gender

4. Improve couple communication. Communication between partners plays an important role in

Before you determine where and how to integrate gender into

ACTIVITY 0.2: USING A CHECKLIST TO REVIEW YOUR PROGRAM’S CURRENT STATUS

These activity handouts are included in Appendix 1.

Follow the Steps to Strategy Design

These activity handouts are included in Appendix 1.

Activity 2.3: Examining Power Dynamics and Decision-Making

These activity handouts are included in Appendix 1.

By critically examining and understanding who is affected

Choosing a program theory depends on the type STEP 4 OBJECTIVES