1. 3rd NOPE Conference, KICC-Nairobi3rd NOPE Conference, KICC-Nairobi
18th-20th June 200818th-20th June 2008
“STIGMA: LET’S ACT NOW!”“STIGMA: LET’S ACT NOW!”
BEHAVIOUR CHANGE PROCESS
THE CUTTING EDGE APPROACH IN
ADDRESSING STIGMA
Demonstration by:Demonstration by:
Musau Mercy Mbete, Antonio Noah Ado,Musau Mercy Mbete, Antonio Noah Ado,
Ouma Paul OwinoOuma Paul Owino
Love & Hope Centre, P.O. Box 14320-20100, Nakuru, KenyaLove & Hope Centre, P.O. Box 14320-20100, Nakuru, Kenya
+254 (0)51-22 166 55+254 (0)51-22 166 55
loveandhope@africaonline.co.keloveandhope@africaonline.co.ke

2. ObjectivesObjectives
Enable participants to share their lifeEnable participants to share their life
experiences on stigma and learn from oneexperiences on stigma and learn from one
anotheranother
Provide a hands-on experience on the usage ofProvide a hands-on experience on the usage of
the behaviour change model in eliminatingthe behaviour change model in eliminating
stigmastigma
Open up avenues for the participants to makeOpen up avenues for the participants to make
behaviour change model available to thebehaviour change model available to the

3. BackgroundBackground
Great effort is being made to ensure thatGreat effort is being made to ensure that
people have sufficient information onpeople have sufficient information on
HIV/AIDS so as to better life and curtail theHIV/AIDS so as to better life and curtail the
spread of the virus. It is emerging that thespread of the virus. It is emerging that the
effort so far put in is not bringing about theeffort so far put in is not bringing about the
envisaged change. There is “more” thatenvisaged change. There is “more” that
needs to be addressed. This is HIV / AIDSneeds to be addressed. This is HIV / AIDS
STIGMASTIGMA..

4. What’s StigmaWhat’s Stigma
Stigma is a spoilt identity. It is the labeling ofStigma is a spoilt identity. It is the labeling of
someone or something, seeing them as inferior,someone or something, seeing them as inferior,
unworthy or unfit because of an attribute theyunworthy or unfit because of an attribute they
have.have.
Stigmatization is a social practice that brands anStigmatization is a social practice that brands an
individual or groups as disgraceful and devaluesindividual or groups as disgraceful and devalues
them because of some actual or perceivedthem because of some actual or perceived
characteristics. It is a powerful force thatcharacteristics. It is a powerful force that
negatively influences not only the way annegatively influences not only the way an
individual or group is viewed, but also often theindividual or group is viewed, but also often the
individual’s or group’s self perception and image.individual’s or group’s self perception and image.

5. DiscriminationDiscrimination
When stigma is acted upon, the result isWhen stigma is acted upon, the result is
discrimination. Discrimination consists ofdiscrimination. Discrimination consists of
actions or omissions that are derived fromactions or omissions that are derived from
stigma and are directed towards thosestigma and are directed towards those
individuals who are stigmatized.individuals who are stigmatized.

6. Why Education for LifeWhy Education for Life
Education for Life deploys a behaviour changeEducation for Life deploys a behaviour change
process which assists persons with or withoutprocess which assists persons with or without
information on HIV/AIDS to take the important stepinformation on HIV/AIDS to take the important step
of prevention. The prevention of HIV/AIDS is a callof prevention. The prevention of HIV/AIDS is a call
to life, the life of a whole person. A life that isto life, the life of a whole person. A life that is
dynamic, always changing. Thisdynamic, always changing. This BehaviourBehaviour
Change ProcessChange Process is an incorporation of theis an incorporation of the
Helping Skills in Egan Gerard’s, The Skilledin Egan Gerard’s, The Skilled
Helper.Helper.11
11
Egan Gerard,Egan Gerard, The Skilled HelperThe Skilled Helper, Brooks-Cole Publishing Company, Monterey,, Brooks-Cole Publishing Company, Monterey,
California, USA, 1986.California, USA, 1986.

7. Birth of Education for LifeBirth of Education for Life
The crisisThe crisis
When Kay Lawlor, MMM, DMD, MPS, approached Kalungu SecondaryWhen Kay Lawlor, MMM, DMD, MPS, approached Kalungu Secondary
School ( Masaka, Uganda) and requested for another session of inputSchool ( Masaka, Uganda) and requested for another session of input
on HIV / AIDS for the new students, she was challenged to help themon HIV / AIDS for the new students, she was challenged to help them
change instead of just telling how it is transmitted, and how fast itchange instead of just telling how it is transmitted, and how fast it
spreads. Yet the statistics got worse each time.spreads. Yet the statistics got worse each time.
Several days later she decided to TRY solve the dilemma by applyingSeveral days later she decided to TRY solve the dilemma by applying
the method of counseling which she used in the Pastoral Care andthe method of counseling which she used in the Pastoral Care and
Counselling Department of Kitovu Hospital. She had discovered thatCounselling Department of Kitovu Hospital. She had discovered that
they had been stuck in giving the samethey had been stuck in giving the same informationinformation over and over againover and over again
to as many people as possible. Their Message was getting to people butto as many people as possible. Their Message was getting to people but
no significant change was occurring in behaviour. No help was beingno significant change was occurring in behaviour. No help was being
given for people to look at the social, economic, cultural, andgiven for people to look at the social, economic, cultural, and
psychological issues underlying their actions. The focus needed to bepsychological issues underlying their actions. The focus needed to be
shifted.shifted.

8. Birth of Education for LifeBirth of Education for Life
InspirationInspiration
By attempting to use the process, severalBy attempting to use the process, several
possibilities began surfacing. She assessed theirpossibilities began surfacing. She assessed their
usefulness. Most of what came to her mind-usefulness. Most of what came to her mind-
drama, role plays, discussions- were already indrama, role plays, discussions- were already in
use. She didn’t have to re invent the wheel. Theuse. She didn’t have to re invent the wheel. The
more she thought over this, the more clearer itmore she thought over this, the more clearer it
became to her that she could use the samebecame to her that she could use the same
HELPING SKILLS in the preventive work.HELPING SKILLS in the preventive work.

9. Birth of Education for LifeBirth of Education for Life
SupportSupport
Teachers at Kalungu Secondary School were quiteTeachers at Kalungu Secondary School were quite
supportive. A programme was thence drawn up to enfleshsupportive. A programme was thence drawn up to enflesh
the process. Training sessions were held for leaders.the process. Training sessions were held for leaders.
Students then met in small groups with a leader once aStudents then met in small groups with a leader once a
week. Each group followed guide questions which keptweek. Each group followed guide questions which kept
them on track with the process. This was the humblethem on track with the process. This was the humble
beginning of Education for Life. Since then, it has beenbeginning of Education for Life. Since then, it has been
incorporated into many programs. It has grown, and spreadincorporated into many programs. It has grown, and spread
to many countries. It has also been enriched the moreto many countries. It has also been enriched the more
dynamic life becomes. Whereas The process hasdynamic life becomes. Whereas The process has
remained the same, the way it is used varies as per theremained the same, the way it is used varies as per the
unique needs.unique needs.

10. Behaviour Change Process as used byBehaviour Change Process as used by
Education For LifeEducation For Life
Ia.
TELLING
THE
STORY
Ib.
FOCUSING
E Ic.
BLIND
SPOTS
E
IIa.
ALTERNATIVE
BEHAVIOUR
Ib.
CRITIQUING IIc.
CHOICE &
COMMITMENT
IIIa.
WHAT CAN
BE DONE.
IIIb.
HOW TO
DO IT.
IIIc.
DOING
IT!
E
Exploring Life
New Picture Action

11. Exploring stigma.Exploring stigma.
Knowing and acknowledging the currentKnowing and acknowledging the current
scenario as it is – the value system,scenario as it is – the value system,
attitude and behaviors.attitude and behaviors.
 Tell the story as it appears within itsTell the story as it appears within its
environmental context.environmental context.
 Focus on the commonalities and challengesFocus on the commonalities and challenges
of the real life experiences.of the real life experiences.
 Look for what is being “masked” hidden, notLook for what is being “masked” hidden, not
said or overlooked.said or overlooked.

12. Envisage a new scenarioEnvisage a new scenario
Is a new picture contrary to the currentIs a new picture contrary to the current
one possible?one possible?
 Call forth for possible alternative optionsCall forth for possible alternative options
 Analyze the possibility of actualizing the newAnalyze the possibility of actualizing the new
picture or scenario.picture or scenario.
 Choose and commit self to living this newChoose and commit self to living this new
real act.real act.