Iec Final 4b4y1w

Information, education communication

Introduction Information, education and communication plays a pivotal role in creating awareness, mobilizing people and making development participatory through advocacy and by transferring knowledge , skills and techniques to the people.



The IEC activities are to be undertaken through the available modes of communication in order to inform the people with messages. Information , education and communication (IEC)plays two most important roles –informative and persuasive and as such crucial for bringing about requisite social mobilization and facilitating participatory development.

 

.

IEC/BCC Information Education Communication (IEC) is used for generating awareness. It means process of working with individuals, communities & societies to develop communication strategies to promote positive behaviour that are appropriate to their settings.



IEC/BCC activities play a very important and strategic role in the area of public health. Strategic IEC/ BCC programs use a systematic process to understand people’s behaviour and influences.



A successful IEC/ BCC plan would help in refuting myths and misunderstandings prevalent in the society and will lead to a demand for the various health services being provided, thus bringing about a behavioural change among individuals and the community at large



Behaviour Change Communication (BCC) is used taking another step forward - enabling action. It means provide a ive environment that will enable people to initiate and sustain positive behavior.

ROLE OF IEC

 



State Goals of IEC/BCC To connect the programs to the people by educating and mobilizing the masses through Information Education and Communication (IEC) To encourage individuals of society to adopt healthy behaviours.

CONT 

The state has decentralized the planning and implementation of the activities by coordinating the process of development of State and District IEC action plans from bottom up. I.E.C. materials like posters, stickers, pamphlets, leaflets, banners etc. are produced and distributed to health centers in all districts.



Other activities such as wall-paintings and hoardings at important sites are carried out from time to time throughout the State. The State IEC cell is also engaged in health education and spreading awareness through mass media such as newspapers, television and radio.

To health services to reduce MMR, IMR and TFR 



 

Educate community about the importance of Ante Natal Care, Institutional Delivery, Post Natal Care and Child immunization and motivate them to utilize maternal and child health services on Mamta Diwas. Educate and advocate about schemes such as Janani Suraksha Yojna,, Chiranjeevi Yojana for promoting the Institutional Deliveries for the BPL population. Beti Vadhao Abhiyan under PNDT Promote temporary and permanent methods of Family Planning

CONT..D  

To Provide I.E.C. for national programmes. National Health Programmes: National Program for Control of Blindness (NPCB), National Leprosy Eradication Programme (NLEP), National Vector Borne Disease Control Program(NVBD), National T.B. Control Programme (RNT), HIV/AIDS and other programs like Nutrition, Control of Sickle Cell Anemia, National Iodine Deficiency Disorder Control Programme (NIDD), Florosis Prevention Control Program, Vit-A etc.

CONT..D 

The State IEC team is responsible for overseeing the planning, implementation, monitoring, and evaluation of IEC activities, Special Campaigns, Health Education in emergency, monitoring of activities and capacity building of staff at the districts and block levels, and front line health service providers in communication.

CONT..D 

Integration of the IEC activities would improve overall coordination, more cost effective and timely utilization of funds, avoid duplication of resources, and strengthen planning, implementation and . IEC activities are especially implemented through District IEC Officers in all 33 districts with special focus in tribal districts.

CELEBRATION OF HEALTH DAYS 30 January

Anti Leprosy Day

24 March

World T.B. Day

7 April

World Health Day

11 April

Safe Motherhood Day

15 May

International Day of Families

28 May

International Women’s Health Day

31 May

World Anti-Tobacco Day

5 June

National Filaria Day

1-7 (Week) June

Cleanliness week

1-30 (Month) June

Anti Malaria Month

CONT..D  July

Doctors Day

11 July

World Population Day

1-8 August (Week)

Breast Feeding Week

25 Aug-10 Sep

Eye Care Fortnight

1-7 (Week) September

Nutrition Week

15 September

Occupational Health Day

24 September

Word Heart Day

1 October

International Day For Older Person

1 October

National Voluntary Blood Donation Day

2 October

Anti Drug Addiction Day

CONT..D 4-10 (Week) October

Mental Health Week

16 October

World Food Day

14 November

Universal Children’s Day

14 November

Diabetes Day

14-20 (Week) November

Newborn Care Week

1 December

Anti AIDS Day

3 December

World Handicap Day

10 December

Human Right Day

THRUST AREAS OF IEC

FRAME WORK FOR IEC SRATEGY

CONT..D 

As envisaged in the Programme Implementation Plan (PIP) of NRHM Behaviour Change Communication Strategies implemented are a mix of media, message and interpersonal communication with emphasis on counseling of families and community. The BCC interventions under NRHM focused on a) Mass Media, b) Mid Media (use of folk groups) and c) Interpersonal Communication.

CONT..D 



While Mass media campaign focuses on making use of electronic, print and other possible media of mass communication towards creating awareness and publicity for demand generation/behaviour change  Mid media campaign focuses on communication through art/folk media for which NRHM has identified groups who can perform street plays and other folk arts and Equipped them to perform plays that communicate health messages.

CONT..D 

As an aid to Inter Personal Communication, flip charts on prioritized topics were developed and are being used by JPHNs and ASHAs at the FIELD level.  Innovative initiatives like Radio Health is also being implemented. Further, special communication campaigns are launched for immunization, promoting breast feeding, control of communicable and vector borne diseases.



Ward Health Nutrition days with focus on Reproductive Child Health care services are held in all the Wards in the state every month on a particular day focusing largely on Behaviour Change.

Definition and concepts 

Information: Defined as to describe it as one or more statement or fact that is received by a human which have some form of worth to him. Information affects the perspective of the recipient person. The facts and figures that are received by human have to be true and factual to be labeled as information. Lays, fare hood counterfactual information is not information itself but is called misinformation.

education 

Education: it is process by which behavioral changes takes place in an individual as a result of experience which he has undergone. Education in a learning process or a series of learning experience through which as individual inform and orients himself to develop skills and intelligent action.

Communication 

Communication is the process of attempting to change the behavior of other. The communication job is chiefly helping people learn to look at things in a new way by sharing idea and information. When people exchange idea and information they can work together better, sharing entail parting with information that gives. Power communication is a general term for the flow of information linking people or place. It is therefore the process of exchanging news forts opinion and massages individual.

The essentials of IEC 

Information, education and communication (IEC) combines strategies, approaches and methods that enable individuals, families, groups, organizations and communities to play active roles in achieving, protecting and sustaining their own health.IEC is the process of learning that empowers people to make decisions, modify behaviors and change social conditions



IEC training scheme

The information education and communication training scheme was launched by the ministry of health and family welfare, with financial assistance from USAID on 17th November 1987 in four Hindi speaking states of UP, MP, Rajasthan and Bihar in phased manner. Thus the ministry of health and family welfare abroad the scheme to continue as a plan scheme under the 8th plan and made budgetary provision as part of the IEC division of the ministry

Objectives of IEC:

1 Increase

the reach of services by making visit of worker and supervisor more predictable and regular.

2 Improve

the quality of services through knowledge and skill developme nt of worker.

3 Make

supervision more oriented towards problem solving

4 link supervision with at various levels

5 concentrate on local field problems both for developme nt of training material and their s.

6 combine interperson al communica tion strategy with mass media approach.

7 Improve performanc e level through continuous with village community volunteers

Aims of IEC

Major component of IEC:

Health education   

Definition: (According to WHO) “Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.”

Aim 

To improves the health status of individuals, families, communities, states, and the nation through enhancing the quality of life for all people and reducing the cost spend on treatment.

Objectives of health education

Motivating Informing people people:

Importance of health education        

It improves the health status of people. It enhances the quality of life for all peoples. It reduces morbidity and mortality rate. It empowers the people with knowledge and skill. It guides the people regarding proper use of health services. It stimulate the individuals to achieve health through their participation in health development programmes. It brings positive attitude among people towards health. It helps people to take rationale decision to solve their own problems.

The Role of the Health Educator

Interpersonal health behavior theories

Social suppor t theorie s

Components of communication    

    

Source (sender) • Originator of message • Can be from an individual or groups, an institution or organization. • People are exposed to communication from different source but most likely to accept a communication from a person or organization that they trust i.e. has high source credibility. • Depending on the community, trust and source credibility may come from: Personal qualities or actions e.g. a health worker who always comes out to help people at night. Qualification and training A person’s natural position in the family or community, e.g. village chief or elder. The extent to which the source shares characteristics such as culture, education, experiences

Abstract 

India is a significant contributor to the world’s total burden of deafness. Out of all causes, almost 50% of the causes of decreased hearing are preventable. With the launch of the National Programme for Prevention and Control of Deafness, the need for an effective information, education and communication (IEC) campaign was felt.



There is negligible information available about the status of awareness levels of the community about the various aspects of hearing loss.



We carried out this research with the objective of getting to know the existing awareness related to hearing loss in the community to generate an evidence base for formulating various messages to be incorporated in IEC materials for dissemination in the community.



We also asked the participants about their suggestions for the various information resources so that an IEC campaign could be designed accordingly.

Base for Information, Education and Communication Needs of the Community Regarding Deafness: A Qualitative Study

Characteristics of effective communication All barriers have been removed. •

• Two – way communicat ion has been established.

• The proper media has been chosen. • A good presenta tion has been made.

How to overcome barriers of communication            

• • • • • • • • • • • •

The sender must know his/her audience’s: Background Age and sex Social status Education Job/work Interests/problems/needs Language The messages must be: Timely Meaningful/relevant Applicable to the situation

Barriers to Effective Communication • Competition for attention (noise)

• Language difference and vocabulary use

• Attitudes and Beliefs

• Age difference

Methods of Communication Intra Personal communic ation

Mass communic ation

Inter Personal communic ation

Mass communication 



It is a means of transmitting messages to a large audience that usually reaches a large segment of the population. It uses mass media. Mass media includes broadcast media (radio and television) as well as print media (newspapers, books, leaflets and posters)  

Intra-Personal communication 

It takes place inside a person. It includes the beliefs, feelings, thoughts and justification we make for our actions. E.g. a person may look at an object and develop a certain understanding. However, this could be affected by a number of factors including previous experience, language, culture, personal needs, etc.

Interpersonal Communication 

It means interaction between two or more people who are together at the same time and place. E.g. between health extension worker and community member, a teacher and students in a class. The decisive criterion for personal communication is that communication happens at the same time and place.

Cont.  



Effect and • Effect is the change in receiver’s knowledge, attitude and practice or behavior. • is the mechanism of assessing what has happened on the receiver after communication has occurred.

Cont.       

Receiver (Audience) • The person or a group for whom the communication is intended • The first step in planning any communication is to consider the intended audience. Before communication, the following characteristics of audiences should be analyzed. • Educational factors: can they read? What type of appeals might convince them? • Sociocultural factors: What do they already believe and feel about the topic of communication? • Patterns of communication: how people show respect when talking to another person? What time of the day and which programs do they listen? Which places do they that might be good places to put up posters?

Cont.  



Channel A Channel is a physical means by which message travels from a source to a receiver. The commonest types of channels are verbal,visual, printed materials or combined audio visual and printed materials. Your choice of channel will depend on what you are trying to achieve, the nature of your audience and what resources are at your disposal.  

Cont.  

Message It consists of what is actually communicated including the actual appeals, words, and pictures and sounds that you use to get the ideas across. A message will only be effective if the advice presented is relevant, appropriate, and acceptable and put across in an understandable way.

Cont. 





 

Receiver. A person from a similar background to the community is more likely to share the same language, ideas and motivations and thus be a more effective communicator. One of the main reasons for communication failure is when the source comes from a different background from the receiver and uses inappropriate message content and appeals. This principle–that people who share similar backgrounds communicate better with each other–has important implications for health education. It explains why health workers who are strangers to the local community are not always effective in their health education work. Because of this, the health extension package program emphasizes recruitment of health extension workers from the local community. This is particularly relevant in our country where there is a huge diversified culture.

Two-way communication 

As the message is more complex, twoway communication becomes essential. In this type of communication, information flows from the source to the receiver and back from the receiver to the source. The addition of allows the sender to find out how the message is being received and so it can be monitored and adapted to better suit the receiver’s needs.

Types of Communication   

One-way communication   This is a linear type of communication in which information flows from the source to the receiver. There is no input (feed back) from the receiver. It is commonly used in advertising; the message is designed to persuade the receiver to take action prescribed by the sender. The model is best used by organizations when the message is simple and needs to be communicated quickly, for example, the date and time of a public meeting. There is no opportunity to clear up misunderstanding and meaning is controlled by the receiver

Communication 

Communication is the process of sharing of ideas, information, knowledge, and experience among people to take action. Communication may take place between one person and another, between an individual and a group or between two groups. Communication facilitates creation of awareness, acceptance and action at individual, group and inter-group level. The process always involves a sender and a receiver regardless of the number of people concerned.

 

 

Community level models

2.

Social plannin g

1.

locality developm ent

Intrapersonal health behavior models

Health belief model Social learning theory

Health education models and theories

Intrapersonal Interpersonal Community

Cont . 





The health educator should use that can be immediately understood. Highly scientific jargon should be avoided. Health Education should start from the existing indigenous knowledge and efforts should aim at small changes in a graded fashion and not be too ambitious. People will learn step by step and not everything together. For every change of behavior, a personal trail is required and therefore the health education should provide opportunities for trying out changed practices.  

Cont . 



It must be ed that people are not absolutely without any information or ideas. The health educators are not merely ing information but also give an opportunity for the clients to analyze fresh ideas with old ideas, compare with past experience and take decisions that are found favorable and beneficial. The grave danger with health education programs is the pumping of all bulk of information in one exposure or enthusiasm to give all possible information. Since it is essentially a learning process, the process of education should be done step-by-step and with due attention to the different principles of communication.

Cont . 



The health educators have to make themselves acceptable. They should realize that they are enablers and not teachers. They have to win the confidence of clients. The health educators should not only have correct information with them on all matters that they have to discuss but also should themselves practice what they profess.

Cont. 



Health Education should provide an opportunity for the clients to go through the stages of identification of problems, planning, implementation and evaluation. This is of special importance in the health education of the community where the identification of problems and planning, implementing and evaluating are to be done with full involvement of the community to make it the community’s own program. health Education is based on scientific findings and current knowledge. Therefore a health educator should have recent scientific knowledge to provide health education.

Cont. 



It is necessary to have a free flow of communication. The two way communication is particularly of importance in health education to help in getting proper and get doubt cleared. The health educator has to adjust his talk and action to suit the group for whom he has to give health education. E.g. when the health

Principles of health education 



All health education should be need based. Therefore before involving any individual, group or the community in health education with a particular purpose or for a program the need should be ascertained. It has to be also specific and relevant to the problems and available solutions. Health education aims at change of behavior. Therefore multidisciplinary

Steps in developing IEC 



 

Conduct a needs assessment: set the goal. This is a broad statement of what you would like to see accomplished with the target audience in the end. Establish behavioral objectives that will contribute to achieve the goal: develop the IEC activities and involve as many others partners as possible. Identify potential barriers and ways of overcoming them. Establish an evaluation plan. The indicators should determine the level of achievement of the behavioral objectives. Having such specific indicators makes evaluating and monitoring the progress and impact of the activities much easier. Additionally, process indicators could be established to track to what extent and how well the planned activities have been carried out.