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About > Key Concepts

Bridges Methodology - Key Concepts
The unique Bridges methodology integrates and applies a range of key concepts research related to social and behaviour change communication (SBCC), including:

        1. Link current behaviours and practices to realising aspirational future goals.
 
Activities around future visioning, self-value and identity establish a motivating focus to which health seeking behaviours around prevention, treatment, diagnosis and support can then be linked.
 
If you have a strong enough why, you can address any how.  Friedrich Nietzsche
 
         2. Create fun, engaging, multi-sensory learning experiences.
 
…and facilitate a process which enables participants to relate and practically apply the learning to their own situation.
 
  • I hear …                                I forget
  • I see …                                  I remember
  • I do …                                    I understand                                      
                                                                                             Confucius (circa 500 BC)

 

I hear AND see AND do … I really get it, internalise it, and can apply it.
                                                                                                    Labouchere (2017 AD)

                                                                                      

The Bridges methodology integrates Visual + Auditory + Kinaesthetic learning (the ‘VAK modalities’) in order to engage and connect with everyone, regardless of their preferred learning modality or level of literacy.

 

The importance of using multi-sensory (not just verbal) messages is demonstrated in this 30 second video clip from a Peer Educator Training Programme in Zimbabwe.  As you watch it, try to follow Peter’s instructions yourself.

3.       "Logical Levels" Behavioural Framework

 

This simple model can be used as a framework for designing and enhancing the impact of health promotion interventions.  It's developer Robert Dilts proposes that, for a desired behavioural outcome to be adopted and maintained, it must be supported at all the different ‘neurological levels’: 

·         Identity (a key and often neglected driver of behaviour)

·         Values and Beliefs (including risk, efficacy and normative beliefs)

·         Skills and Capabilities

·         Environment

 
Click here for a discussion of the logical levels framework, illustrated with the example of condom use and how it has been applied to create the enhanced version of 'The Complete Condom Training Kit'

 

4.       Association /  Dissociation - Varying emotional engagement to enhance SBCC

 

The concept of Association/Dissociation relates to a person’s level of emotional engagement when they experience, recall or imagine a particular event, situation, person or object.    Associated (emotionally involved) and dissociated (emotionally detached) perspectives can provide starkly different insights and reactions to the same stimulus or experience.    By deliberately designing training materials and facilitating training interventions to create for participants, at appropriate points, both associated and dissociated experiences, it is possible to enhance the effectiveness of such interventions, in particular around exploring sensitive issues and motivating desired behaviours.

Click here for a more detailed discussion and examples of how this concept can be applied practically


5.       Using experiential metaphor

 
Examples:
  • Walking on stick bridges to avoid the sharks, hippos and crocs (health threats and challenges) and reach the island/destination (desired future).
  • A Family Planning module which uses different ways of planting maize as a metaphor for HTSP (Healthy Timing and Spacing of Pregnancy).
  

6.       Anchors

 
Activities can be designed to build sensory ‘anchors’ for an empowering state (e.g. feeling confident/assertive), which can subsequently be triggered and accessed when needed.




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