How to Develop SBCC Creative Materials

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How-to Guide

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Materials are a primary means by which health programs deliver social and behavior
change communication (SBCC) messages. There are many types of SBCC materials,
including printed brochures, the script for a television advertisement, a guide for facilitating
a group discussion, a Facebook page or an Internet-based game. Materials development
brings together the most effective messages with materials for the best combination of
channels – the channel mix - in order to reach and influence the priority audiences.

Each type of material follows a slightly different process for development. Once materials
are developed in draft form, they are then pretested, finalized, produced and disseminated
as part of the SBCC campaign. This guide provides general steps for developing materials
and draws on results from the message design and channel mix guides. In-depth guidance
for specific types of materials can be found in the Resources section.

There are many ways to categorize communication materials and creative outputs, and the growth of
electronic media means there is more overlap among the categories than ever. For example,
brochures, music, movies and discussions can all be accessed digitally, and various materials can be
used in interpersonal communication. What’s important is to identify the mix of materials, media and
formats that will best influence the priority audience. This table provides several types of material to
consider.

Channel/Medium Types of Materials and Formats

Interpersonal Community dialogue manual/guide, IPC script/algorithm and flipcharts (peer-

to-peer, health provider-client), inter-spousal and parent-child communication
Communication materials
(IPC)
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 Channel/Medium Types of Materials and Formats

Community/Folk Community drama, interactive storytelling, music, community event, group

discussion, mobile video unit/presentation, talk, workshop, door-to-door
Media visits, demonstration, community radio – and the materials used, such as
scripts, stories, lyrics, agendas, discussion guides and slide shows

Mass Media and Radio/TV, such as an advertisement, PSA, drama, talk show, call-in program,
contest or “reality” show; print, such as a brochure, flyer, booklet, health
Mid-Media card/record, flipchart, poster, billboard, mural, newspaper/magazine article,
newsletter, sticker, button or product label; film, such as a movie or b-roll;
outdoor, such as posters and billboards

Digital and Website, Facebook page, blog, video, song, game (including virtual reality),
chat room, SMS, MMS, voice messages, voice information trees, survey, post,
Social Media tweet, eToolkit, eForum, eZine article

Why Develop Materials?

Programs use creative outputs— materials—to communicate with audiences and influence
behavior change. Well-designed materials with tailored messages have the potential to
impact social norms and behaviors that lead to a healthier society. Following a structured
process for materials design helps ensure that program outputs are audience-focused and
compelling, which ultimately increases their effectiveness.

Who Should Develop Materials?

A small team of SBCC professionals and program staff typically work with one or more
creative and technical professionals. Depending on the media and materials chosen, these
professionals may include an artist, scriptwriter, design firm, advertising/public relations
agency, media production company, digital media designers or others, as appropriate.
SBCC materials can be developed within or outside a materials development workshop.
Programs might opt to address message design, channel planning and other aspects of
SBCC programming in a single workshop.

When Should SBCC Materials Be Developed?

Develop materials after designing messages and determining the channel mix.

Estimated Time Needed

Developing materials can take any period of time, from one week to a few months.
Consider the size and efficiency of the creative team available to develop materials, how
many materials need to be developed and the complexity of the topic. Generally speaking,
longer and more complex materials take longer to develop than short, simple materials.

If working with an advertising or creative agency , request bids from at least three and ask
that proposals include timelines, in addition to the specific steps, approvals, products and
budget.

Learning Objectives
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After completing the activities in the materials development guide, the team will know how
to:

Match message and medium.

Select and develop content.

Prerequisites

Steps

Step 1: Review Existing Materials

Before engaging creative professionals and others in the materials development process,
collect and review existing materials on the topic and related topics, as well as those
created for the primary audience. If possible, obtain information, such as evaluation results,
on how audiences responded to those materials and any impact the materials had. To
locate existing materials, the team can scan the Internet using web search engines, and
visit specific organization websites or SBCC resource sites [including Springboard, Health
COMpass, K4Health, Comminit, Communication for Development and others]. The team
can also reach out directly to partner organizations and SBCC technical working groups.

Identify which materials can be used without making any changes, which can be adapted,
what is missing and the mistakes to avoid. Consult the adaptation guide for assistance
with adapting existing materials.

Step 2: Decide on the Materials to Develop

Refer to the program/campaign channel mix plan that outlines the preferred channels and
types of materials based on audience preferences, cost and reach considerations, and the
advantages and disadvantages of each channel (see channel mix guide for guidelines on
creating a channel plan). Use this information and the messages developed in the message
design guide to decide which messages will be presented in which media via which
materials for which audiences. Base these decisions on considerations, such as:

The message to be conveyed. For example, complex or controversial messages

require longer and/or more interactive formats (radio/TV programs with call-in
segments, structured IPC activities) than simple messages do.
The barrier being addressed. For example, addressing self-efficacy barriers is best
done through formats that allow participants to practice new skills.
The channel selected. For example, which messages can be effectively conveyed in a
community drama attended by people of all ages and genders?
Frequency with which the message should be seen. For example, it will be helpful to
convey simple messages that benefit from a lot of repetition on billboards, posters,
radio spots and household items.

For this step, complete a table to align audiences, messages, channels and materials. This
will help the team determine what materials should be developed.

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 Type of
Audience Messages to Convey Channel Material

Women Planning your family can help you and your family Print Brochure
Ages, 15-45 members achieve a brighter future.
Low income Outdoor Billboard
Low to Make Family Planning a regular part of your life. Media
medium 45-
education Family Planning is good, effective, safe, and acceptable. Radio second
Urban PSA
Married

Male Planning your family can help you and your family Radio 30-
partners of members achieve a brighter future. second
the women Outdoor PSA
Ages, 20-50 Helps the family manage its available resources so the Media
Low children can grow healthy and be well-educated. Billboard
income
Low to Helps the father, mother and child to stay healthy.
medium
education
Urban

Step 3: Complete Materials Development Worksheets

For each material identified in step 2, complete a materials development worksheet (see
Template 1: Materials Development Worksheet). Transfer key messages developed during
the message design phase to the first column of the materials development worksheet.
Note that the message is not necessarily the words that will be used in the material, but the
main idea that will be conveyed. Messages may be communicated in many ways in a
material, including through the text/words, audio, images (pictures, graphics, video), tone
and/or action. For each message, add proposed content to the table. Use the completed
worksheet to create the draft material (Step 6).

Image: Briefly describe the image that will support the message. This might be a
drawing, photo or other graphic.
Text/Words: Be concise. Use vocabulary, expressions and grammar appropriate for
the audience and acceptable to gatekeepers. For non-medical, non-technical
audiences, avoid medical and technical language. Consider whether to include text in
print materials for low-literate or non-literate audiences. (Literate persons in the
household could use the text to help explain or remind the intended audience
member.)
Actions: Describe the actions that should be shown in the visual, heard in the audio
or serve as instructions for artists/directors/producers.

Working with a professional creative agency can be especially helpful during this stage, due
to their experience and creative insights.

Materials Development Worksheet: Oral Rehydration Solution (ORS) TV Spot

Message Content

Image Text/Audio/Dialogue Action

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 Prepare ORS Young child with Mother: I am making this Mother empties package,
when a child has diarrhea. Mother ORS for you to help you stirs solution and gives the
diarrhea. emptying ORS packet feel better. Don’t worry, child a reassuring look.
into a one-liter you will feel better soon.
container.

The child should Father feeding the Father: It is good to see While father feeds the child,
continue to drink, child porridge; bowl you eating, my child. I the mother is in the
be breastfed or on the table with a know you must be hungry! background preparing
eat soft foods. banana and egg. supper for the rest of the
family.

Any ORS not given Mother pouring ORS Mother: Time to make her Mother takes pitcher from
to the child within solution down drain. some more ORS – this table to sink, empties it and
24 hours should Child lying on father’s one has been sitting since begins making more
be thrown away. lap. Lamp on table. yesterday. solution.

Local music playing softly Father soothes child.

in background, as if from
radio.

Adapted from Immunization and Child Health Materials Development Guide, PATH, 2001

Step 4: Ensure the Needed Hardware and Software

Ensure that the program or creative agency (if applicable) has the hardware and software
needed to produce the materials per the agreement. Programs producing their own
materials might need a computer, camera, video camera, audio recorder, microphone,
smartphone or other hardware. The right software and applications are just as important
and might include Word/Write, Photoshop, Illustrator, PowerPoint/Keynote presentation
apps, Quicktime/iMovie, Sound Recorder/Garageband, YouTube, Twitter and others,
depending on the medium and platform. Be sure to investigate what apps/software work
on the platforms the program will use.

Step 5: Apply the 7 C's of Effective Communication

The 7 C’s – principles for ensuring effective communication – apply in both message and
materials development. While developing content, continually ask if it meets the 7 C’s:

7 C's Description

Command Attract and hold the audience’s attention. Use colors, images, key words and
design elements that make the material stand out so that it is noticed and
Attention memorable.

Clarify the Ensure the material conveys the message clearly, with easy-to-understand words
and images.
Message

Communicate Stress how the audience will benefit from adopting the new behavior.
a Benefit

Consistency Ensure that content within and among materials does not conflict. Repeat
messages throughout the materials. Re-use the same words and phrases, as
Counts appropriate. Also, re-use the same or related images and styles. This avoids
confusion and repetition enhances the impact of the message.

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 7 C's Description

Create Trust Well-developed materials encourage the audience to trust the organization or
program using them. Trust and credibility allow and encourage the audience to
heed the message.

Cater to the People are swayed by both facts and emotions. Use both to maximize the
material’s persuasiveness.
Heart and
Head

Call to Action Include a clear call to action in materials. Tell audience members precisely what
they can do.

Step 6: Create Drafts

Use the flowchart below as a guide to create drafts of different types of materials. In
addition to materials, programs might want to develop and test concepts, themes, slogans,
tag lines, for use in and across SBCC materials and activities. See Resources for more
detailed guidelines on creating various types of materials.

Step 7: Consider Expert Review for Accuracy

Before preparing the materials for pretesting, have a topic expert review them (for example,
if the topic is malaria prevention, ask a malaria expert review the content). Implementing
partners, collaborating agencies or other gatekeepers, such as Ministry staff, donors, and
community leaders, might also need to review the drafts to ensure nothing is contrary to

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their policies or recommendations. Program staff might need to mediate between the need
for precision, the need to satisfy gatekeepers and the need for audiences to understand
and relate to the concept.

This step might have to be repeated after pretesting.

Step 8: Translate into Local Language

If not already developed in the language of the audience, have staff or a professional
translator translate the material into the main language(s) used by the audience(s).
Whenever possible, have a different person translate the translation back into the original
language before pretesting in order to check the accuracy and nuances of the translation.

Step 9: Produce Materials

Materials should be pretested in their draft form. See the pretesting guide for guidance on
pretesting draft materials and making revisions based on pretest results.

After pretesting and making revisions, produce the final materials.

Final production can be done in-house or by hiring company or consultant, depending on

the material, budget and program capabilities. In cases where creative agencies or
professionals are hired, they should be involved at every stage, starting from the initial
creative design, and through the production stage. Use professionals for the highest quality
print, radio and video materials. Use an experienced web/IT person/professional to upload
files to the Internet and register URLs.

Work closely with whoever is producing the materials to ensure that the materials match
the requirements in the creative brief and are produced on time and within budget. Review
proofs (what the printer will use to print multiple copies) and rough-cuts. Beta test anything
that will be accessed by phone, tablet or computer—ask potential users to access it on their
own phone, tablet or computer.

See Resources for links to production tips for various types of SBCC materials.

Templates
Materials Development Worksheet

Storyboard Template

Samples
Postpartum Family Planning Materials Development Workshop

Designing and Scripting the Centre 4 TV Series

How To Write a Radio Serial Drama for Social Development: A Script Writer's Manual

PSAs

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Tips & Recommendations
If possible, use a variety of materials to appeal to audience segments at different
times and in different ways.
Avoid clutter—any visual, aural and textual information that does not add meaning
and could distract audience members from the message.
Ensure that the different content elements reinforce one other.
Instead of jargon, use simple language that the audience will understand and be able
to re-use.
Convey the message as concisely as possible, but also using only the words and
images that are truly necessary.
Respect the audience. Avoid talking down to the audience or using authoritarian
language/tone.
Generally speaking, all of the materials in an SBCC effort or campaign should have
consistent messaging, tone, feel, style, imagery, wording and approach. They should
reinforce each other and any one material should remind the audience of the other
materials in the effort.
Expand reach and access by including web links, telephone numbers and SMS/text
codes where users can get additional information or otherwise interact with the
health program.

Lessons Learned
Do not assume that low-literate audiences (and even others) understand symbols the
way the project staff does. Common mistakes include using stop signs in materials
for people who are not familiar with stop signs and x to mean “do not”.
The overall process of materials development should be the same, whether for IPC,
community or mass media outputs. Developing activity guides, curricula, counseling
algorithms and community event scripts requires following the same process as the
one used for developing a TV spot, for example. IPC and community materials
should adhere just as closely to the communication strategy and creative brief.
Following a structured materials development process helps ensure that the material
are well-received by the priority audience, as well as those who influence whether and
how they receive the materials.
Comprehensive planning is key. Ensure that the resources—human, technical,
financial, time and material—are available to produce the quality, quantity and
distribution of materials needed to effect change.
While hiring a creative agency might seem expensive, it can often save time and
money in the long run and result in more effective materials.
While audiences like and need to see themselves in materials, sometimes they like to
see others in the materials as well, so they do not feel that the problem or behavior
applies only to them.

Glossary & Concepts

B-roll is the video footage developed by programs for use by news media (who

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 usually use just a small amount of the footage in their story).
A beta test is the final test of a computer application before releasing it for public
access. It gives access to the hopefully final product to a limited, but representative,
number of people likely to use the application—giving them time to use it, identify
glitches and provide feedback on usability (and other factors, as determined by
staff).
The channel or medium is the means by which information is communicated.
E-zine is a web-based magazine.
Media mix is the combination of channels used to maximize the reach and
effectiveness of SBCC efforts.
Readability is an assessment of the education level needed to understand a text.
SMOG is one test that does not require a computer or Internet so it can be used in
any setting. Other tests are available online and in programs, such as MS Word
(under Spelling and Grammar, check “Check grammar,” then choose “Options,” find
“Grammar,” and check “Show readability statistics”).
Rough-cut is a video or audio presentation that has not undergone a final edit; it
gives an idea of what the final product could be.
Voice information tree is a telephone application that allows callers to press a
number to get to a specific type of information

Resources and References

Resources
Working with a Creative Team

Writing Text to Reach Audiences for Lower Literacy Skills

Visual and Web Design for Audiences with Lower Literacy Skills

SMOG Readability Test

The Health Communicator's Social Media Toolkit

Theatre Facilitation Manual

mBCC Field Guide: A Resource for Developing Mobile Behavior Change Communication
Programs

Simply Put: A Guide for Creating Easy-to-Understand Materials

Beyond the Brochure: Alternative Approaches to Effective Health Communication

Tips for Creating Print, Video, and Radio Materials

CDC Social Media Tools [Website]

Using Mass Media for AIDS Prevention

References
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 Immunization and Child Health Materials Development Guide , PATH, 2001.
O’Sullivan, G.A., Yonkler, J.A., Morgan, W., and Merritt, A.P. A Field Guide to Designing
a Health Communication Strategy, Baltimore, MD: Johns Hopkins Bloomberg School
of Public Health/Center for Communication Programs, March 2003.
Creating Materials and Messages for Change , K4Health.
mHealth Field Guide for Newborn Health , Core Group, 2014.

Banner Photo: © 2013 Alison Heller/Washington University in Saint Louis, Courtesy of

Photoshare

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SBC How-to Guides are short guides that provide step-by-step instructions on how to
perform core social and behavior change tasks. From formative research through
monitoring and evaluation, these guides cover each step of the SBC process, offer useful
hints, and include important resources and references.

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