HSC 421 CSULB Health Behavior & Anti Alcohol Media Campaign Worksheet
Sample Answer for HSC 421 CSULB Health Behavior & Anti Alcohol Media Campaign Worksheet Included After Question
HSC 421: Health Behavior Worksheet 9: Communication Theory Instructions: Go online and search for one media campaign (15 – 30 second media clip) that is related to the topic of your research paper then respond to the questions below: 1. Provide the URL to the media campaign. 2. Discuss the media campaign by explaining why you chose this media campaign and how it utilizes health behavior theory. Be specific with describing at least one construct associated with a health behavior theory that we have learned in this health behavior class. Main Topics Communication Theory and Health Behavior Change Outline ๏ Provide an overview of how mass media influence individual and population health through routine and planned use. ๏ Review major theories and hypotheses that may explain the effect of media on public health. ๏ Describe examples of media effects on health. ๏ Present an application of media to promote public health. ๏ Introduction to Communication and Health Communication ๏ Health Communication and Theory-Based Strategies ๏ New Frames of Childhood Nutrition and Obesity ๏ Health Literacy, Communication Plans, and Media Advocacy Communication Defined “Who says what in which channel to whom and with what effects” – Communications theorist Harold Lasswell – Communication ๏ Communication is an essential function of any organism. ๏ Cells communicate. Genes communicate. Birds communicate. As do dogs and cats. ๏ Human communication is about producing and exchanging information and meaning using language, signs, and symbols. ๏ Takes place at various levels and settings. ๏ Students: Provide examples Communication Organization of Communication Studies ๏Individual Level ๏ how a person processes info about health and converts it to action. ๏ Interpersonal Level ๏ how two people interact and influence one another regarding some health behavior outcome ๏ Group or organizational Level ๏ how communication among many people influence health behavior change. ๏ Community, Society, Cultural ๏ how communication contributes to health behavior change within the constraints of social structure. Simplified Diagram of Communication Process ISE NO ๏ Communication is a process of transmitting, receiving, and processing information. ๏ Key Dimensions of Communication ๏ the sender ๏ the message ๏ the channel ๏ the receiver ๏ the effect RECEIVER SENDER Encodes Information (packages message) Message Channel – message being transmitted Receives and decodes information to derive meaning Health Communication (HC) Attributes of Effective Health Communication Accuracy The content is valid and without errors of fact, interpretation, or judgment. Availability The content is delivered or placed where the audience can access it. ๏ As a key HP practice, HC is a core subject for PH professionals and increasingly a sub-specialization. ๏ Attracts the attention of many in health education because of its perceived power and influence in shaping human affairs. ๏ Offers a variety of strategies and tools for reaching specific Balance populations with the aim of influencing attitudes that will ultimately lead to behavior change. Consistency Where appropriate, the content presents the benefits and risks of potential actions. The content remains consistent over time and is also consistent with information from other sources. USDHHS, 2000. HP 2010: Understanding and Improving Health (2nd ed.). Washington, DC, U.S. Government Printing Office. Attributes of Effective Health Communication Cultural Competence The design, implementation, and evaluation process accounts for special issues for select population groups, educational levels, and disability. Attributes of Effective Health Communication Repetition The delivery of/access to the content is continued or repeated over time, both to reinforce the impact with the TA and to reach new generations. Timeliness The content is presented or available when the audience is most receptive to, or in need of, the specific information. Understand ability The reading or language level and format (including multimedia) are appropriate for the specific audience. Relevant scientific evidence has undergone comprehensive review and rigorous Evidence Base analysis to formulate practice guidelines, performance measures, and review criteria. Reach Reliability The content gets to or is available to the largest possible number of people in the target population. The source of the content is credible and the content itself is kept up to date. USDHHS, 2000. HP 2010: Understanding and Improving Health (2nd ed.). Washington, DC, U.S. Government Printing Office. USDHHS, 2000. HP 2010: Understanding and Improving Health (2nd ed.). Washington, DC, U.S. Government Printing Office. Health Communication ๏ Should use theory to inform its ideas, messages, and materials. ๏ Should use research to determine the proper channels to deliver the various health communication products, so that the TA is reached. ๏ Must be creative so that the TA will pay attention and ultimately use the information in the way it was intended. Health Communication And HP 2010/2020 Objectives ๏ Supporting shared decision-making ๏ Enabling quick and informed action to health ๏ Providing personalized self-management ๏ Increasing health literacy skills. ๏ Providing new opportunities to connect with between patients and providers. tools and resources. ๏ Building social support networks. ๏ Delivering accurate, accessible, and actionable health information that is targeted or tailored. ๏ Facilitating the meaningful use of health IT and exchange of health information among health care and public health professionals. The two words “information” and “communication” are often used interchangeably, but they signify quite different things. Information is giving out; communication is getting through. – Sydney J. Harris – risks and public health emergencies. culturally diverse and hard-to-reach populations. ๏ Providing sound principles in the design of programs and interventions that result in healthier behaviors. ๏ Increasing Internet and mobile access. Health Communication and Theory-Based Strategies Health Communication and Theory-Based Strategies Expectancy-Value Theories ๏ People’s behavioral choices are driven by the beliefs or expectancies ๏ Some theories that are often used in HB/HE offer explanations for media effects at the INDIVIDUAL level. ๏ Expectancy-Value Theories ๏ Information Processing Theories they have about outcomes of their choices and the value they place on those outcomes. ๏ The HBM, TRA, and TPB propose pathways of behavior change through changes in attitudes and beliefs. ๏ Media communications may be targeted to either: ๏ change these attitudes and beliefs ๏ or to reinforce them Health Communication and Expectancy-Value Theories HBM Communication messages may seek to increase perceived risk, susceptibility, and severity to influence an individual’s behavior. TRA Communication messages (positive or negative) are used to influence attitudes and beliefs toward an object or action, which influences intentions to behave in a certain way. TPB Similar to TRA, but unique to TPB is the influence communication messages may have on an individual’s perception of their ability to successfully engage in an intended behavior. CDC’s “I Never Get the Flu” Podcast ๏ Identify the behavioral theory/theories that was/ were used. ๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the listener or viewer’s attention? Source: https://www.youtube.com/watch?t=38&v=y8Z1HkinofU CDC’s – – Protect Yourself, Protect Your Family 60-Second Spot ๏ Identify the behavioral theory/theories that was/were used. ๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the listener or viewer’s attention? ๏ Identify the behavioral theory/theories that was/ were used. ๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the listener or viewer’s attention? Source: https://www.youtube.com/watch?v=EstDvA-mr5A State of California and Anti-tobacco Commercials – Debi Austin ๏ Identify the Source: https://www.youtube.com/watch?v=ULbB0SdVe94 ๏ Identify the behavioral theory/theories that was/were used. ๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the listener or viewer’s attention? behavioral theory/ theories that was/ were used. ๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the listener or viewer’s attention? Source: https://www.youtube.com/watch?v=Il8j8c56S7A Source: https://www.youtube.com/watch?t=7&v=YMB7McfJoSI ๏ March 23, 2015 State of California launches campaign against e-cigarettes. Source: http://www.scpr.org/news/2015/03/23/50529/state-launches-ad-campaign-against-e-cigarettes/ ๏ March 23, 2015 State of California launches campaign against e-cigarettes. Source: http://www.scpr.org/news/2015/03/23/50529/state-launches-ad-campaign-against-e-cigarettes/ ๏ Identify the behavioral ๏ Identify the behavioral ๏ What were two vital points ๏ What were two vital points ๏ Identify a hook – – what was ๏ Identify a hook – – what was theory/theories that was/ were used. of the PSA? used to grab the listener or viewer’s attention? theory/theories that was/ were used. of the PSA? used to grab the listener or viewer’s attention? Source: https://www.youtube.com/watch?v=jaMgWUBPeHY Source: https://www.youtube.com/watch?v=jcFgRPEiQGE Tips From Smokers – Teri’s Ad Preliminary Results ๏ Identify the behavioral theory/ theories that was/ were used. ๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the listener or viewer’s attention? Source: https://www.youtube.com/watch?v=5zWB4dLYChM ๏The 30-second PSA is part of a $54 million campaign called Tips From Former Smokers launched by the CDC on March 19, 2012. ๏April 3, 2012 – – Two weeks after the CDC launched Tips From Smokers Campaign, calls to 1-800-QUIT-NOW quitline more than DOUBLED! Merck Ad – HPV ๏ Identify the behavioral theory/ theories that was/ were used. ๏ What were vital In Class ๏ As a group: ๏ Find one media campaign (15-30 second media clip) on your group’s topic (cannot be one that is shown in class). points of the ad? ๏ Email the link to the instructor on or before 1:30PM Tuesday, 11/6/18. ๏ Identify a hook – – ๏ As a group, share & discuss the media campaign in class on Tuesday, what was used to grab the listener or viewer’s attention? 11/6/18. ๏ Students who present on their media campaign in class on 11/6/18 will receive credit. Source: https://www.youtube.com/watch?v=sLB0MaY7luE Samples from Other Students ๏ Rewind the Future https://www.youtube.com/watch?v=xUmp67YDlHY ๏ The Unseen: It Can Wait https://www.youtube.com/watch?v=TSmhZ2OUOtw ๏ Anti Smoking https://www.youtube.com/watch?v=8EHBA5JHd0E ๏ Graphic Smoking Campaign https://www.theguardian.com/media/video/2013/dec/30/public-healthengland-anti-smoking-campaign-video Health Communication and Information Processing Theories ๏ Focus on how media messages may lead to changes in attitudes or in reinforcing existing attitudes. ๏ The Elaboration Likelihood Model (ELM) ๏ Central tenet of the ELM is that attitude formation may be processed in two possible ways: the central route or the peripheral route. ๏ Central = cognitive Peripheral = emotions or mental heuristics Health Communication and ELM ๏ Central Route Processing (CRP) ๏ Requires the receiver to be an active participant. ๏ The receiver evaluates and scrutinizes the content of a persuasive message and the arguments it contains. Health Communication and ELM ๏ Peripheral Route Processing (PRP) ๏ The passive consideration of information that relies on external cues unrelated to the strength or quality of the arguments. ๏ Topics of low importance result in more PRP. ๏ Topics of high importance to the receiver elicit more CRP; involves more cognitive activity. Health Communication and ELM ๏ Conclusion of ELM ๏ attitudes changed through Central Route Processing are more enduring and have different effects on behavior than attitude change achieved through Peripheral Route Processing, which is less resilient to counterarguments. ELM TA: high motivation & ability to think about message Message focuses on statistics, perceived threat, quality of argument High involvement messaging Why take a chance when we can know for sure? [et’s l5otti get testea togettier! Careful scrutiny of information • • Every year, there are an estimated Enduring attitude formation new STD infections in the United States Anyone who is sexually active can get an STD. Use Condoms Get Vaccinated Get Tested Using a condom correctly every time you have sex can help you avoid STDs. The most common STD can be prevented by a vaccine. Many STDs don’t have symptoms, but they can still cause health problems. The HPV vaccine is safe, effective, and can help you avoid HPV- Some groups are disproportionately affected by STDs related health problems like genital warts and some cancers. Condoms lessen the risk of infection for all STDs. You still can get certain STDs, like herpes Who should get the HPV vaccine? or HPV, from contact with your partner’s skin even when using Source: CDC Routine vaccination for boys & girls ages 11 to 12 a condom. Behavioral intention Source: https://www.cdc.gov/std/products/infographics.htm Adolescents and Gay, Bisexual, & other Men Some Racial and Young Adults who have Sex with Men Ethnic Minorities Catch-up vaccination for: Talk with your health care provider Search for CDC Find a location to get recommended tests tested for STDs The only way to know for sure if you have an STD is to get tested. Most people claimed they used If You Test Positive … a condom the first time they ever had sex, but when asked about the last 4 weeks, less than one STDs ARE preventable. There are steps you can take to keep yourself and your partner(s) healthy. Here’s How You Can Avoid Giving or Getting an STD: quarter said they used a condom every time. Young women from age 13 Gay, Bisexual, & other Men Men with compromised to age 26 and young men who have sex with Men up immune systems up from age 13 to age 21 to age 26 to age 26 • •• •• • View lnfographic Online at: www.cdc.gov/std/prevention/lowdown/ .. . • The above ad uses the peripheral route to persuasion in that it tries to avoid the active and conscious cognitive process of the central route. • The advertisers focus on the peripheral route so that their audience, the consumers, will overlook the real task of the adto sell the burger (or something else). • The advertisers would like the consumer to associate the fun that the character is experiencing with the Carl’s Jr. hamburger. • PRP ignores the facts of hamburger consumption or portion sizes, which would be more noticeable during central route processing. Source: https://www.cdc.gov/socialmedia/tools/infographics.html TA: high motivation & ability to think about message High involvement messaging Careful scrutiny of information Message focuses on statistics, perceived threat, quality of argument Enduring attitude formation Source: CDC Behavioral intention Source: https://www.cdc.gov/tobacco/ infographics/secondhand-smoke/index.htm cs267154 ELM’s Implications for Health Promotion ๏ PH professionals using communication strategies for HP must strive to increase elaboration of message to recipients; this can be done by increasing the salience of the arguments and information presented. ๏ Media channels should be selected that promote central processing. ๏ Strong, high-quality arguments tailored to target audiences should be used in messaging. ๏ Evaluation of health communication effectiveness should be used to refine strategies for intervention. New Frames of Childhood Nutrition and Obesity in California New Frames of Childhood Nutrition and Obesity in California New Frames of Childhood Nutrition and Obesity in California ๏ Framing is a critical part of the message production process. ๏ PH professionals have an opportunity to influence the news frames around health issues and thus influence the public’s routine exposure to health information. ๏ News frames help: ๏ Situation: How childhood obesity has been framed in the media and how PH professionals worked to influence the message production process by reframing the issue. (1) define a social problem; (2) attribute responsibility for the problem; (3) and provide solutions. New Frames of Childhood Nutrition and Obesity in California A History of Nutrition in Images ๏ Researchers conducted a content analysis of media coverage of childhood nutrition and obesity in major California newspapers 1998 – 2000. ๏ Discovered that framing almost entirely focused on individual behavior (children & parents only). ๏ Policy solutions were rarely discussed. ๏ GMOs, improving school meals, simplifying food labeling The Basic 7, 1943 Five Fingers Point to Nutrition (Eat for Health), 1954 http://www.dietsinreview.com/slideshows/a-history-of-nutrition-in-images/five-fingers-point-to-nutrition/ A History of Nutrition in Images The Basic 4, 1956 The Food Pyramid, 1992 (U.S.) A History of Nutrition in Images The Food Pyramid, 2005 (U.S.) My Plate, 2011 http://www.dietsinreview.com/slideshows/a-history-of-nutrition-in-images/five-fingers-point-to-nutrition/ http://www.dietsinreview.com/slideshows/a-history-of-nutrition-in-images/five-fingers-point-to-nutrition/ New Frames of Childhood Nutrition and Obesity in California New Frames of Childhood Nutrition and Obesity in California ๏ Researchers provided PH practitioners and advocates with skills to reframe news coverage of PH issues to gain support for policy-level interventions. ๏ Values of social justice and collective responsibility ๏ Influence public agenda setting and policy agenda setting ๏ Researchers suggested three key message components aimed at establishing core values that motivate people and institutions to act in support of large-scale change. ๏ What’s wrong? ๏ Why does it matter? ๏ What should be done? New Frames of Childhood Nutrition and Obesity in California New Frames of Childhood Nutrition and Obesity in California ๏What’s wrong? ๏Fast food is widespread on HS campuses. ๏Why does it matter? ๏Fast food on campus contributes to youth obesity and endangers the health of the next generation. ๏What should be done? ๏Schools must promote appealing, affordable healthy food options for students ๏Results ๏The coalition contributed to an increase in substantive news articles and opinion pieces in California newspapers, many of which reflected the frame of shared institutional responsibility for addressing the problem of youth obesity. ๏Vending machines, healthier nutritional content ๏The government must provide adequate funds for food service. New Issue: “Pink Slime” Pink Slime ๏ “Pink slime” ๏ Coined by a federal microbiologist, appeared in the media since a 2009 NYTimes report. ๏ What happened to schools promoting “appealing, affordable healthy food options for students”? ๏ “The Lunch Tray” blog, started an online petition to halt use of “pink slime” in school food. ๏ The USDA announced in March 2012 that starting in fall, it would give schools the option of choosing ground beef that doesn’t contain it. ๏ http://abcnews.go.com/WNT/video/ pink-slime-school-cafeteriassupermarkets-15932220 Source: http://www.npr.org/player/v2/ mediaPlayer.html?action=1&t=1&islist=false&id=322911060 &m=323032831 Health Literacy AND Populations Health Literacy, Communication Campaigns, and Media Advocacy ๏ Definition of Health Literacy ๏ the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. ๏ Students: Which populations are considered at-risk for poor health literacy? Health Literacy Health Literacy and Populations ๏ Health literacy emerged during the late 20th century, ๏ The ability to obtain, process, interpret, and apply health ๏ Students: Why is it becoming difficult to decipher, interpret, ๏ Populations are bombarded with messages that have some combining the expertise and concerns of two distinct groups. and apply the complex information that is channeled in the media? information is essential to a person’s ability to make informed choices that affect his or her health. health relevance, both from commercial and social marketing – – all attempting to influence our behavior in some way. COMMUNICATIONS CAMPAIGNS (CCs) Memorable Communication Campaigns ๏ “Give a Hoot, Don’t Pollute” ๏ CCs usually use a combination of different modes of communication and channels (mass media, interpersonal communication, etc). ๏ Campaigns are most effective when they are heard and remembered against the din of other competing messages in the media. ๏ Students: Which ones do you remember from childhood? ๏ “This is Your Brain On Drugs” ๏ “Click It or Ticket” ๏ “Be Cool, Stay in School” ๏ “Milk – It Does a Body Good” ๏ “Only You Can Prevent Forest Fires” – Smokey Bear ๏ “Take A Bite Out of Crime” – McGruff The Crime Dog ๏ “Just Say No” – D.A.R.E. The Truth Campaign ๏ Initially ๏the campaign influenced campaign-related attitudes toward tobacco use and tobacco industry ๏negative attitudes about the tobacco industry are correlated with reduced risk of smoking #FinishIT- truth ๏ https://www.youtube.com/watch?v=loLpcd7gqNE #FinishIT ~ Smoking Gap ~ Truth Media MEDIAAdvocacy ADVOCACY ๏ The strategic use of mass media to apply pressure to advance healthy public policy. ๏ https://www.youtube.com/watch?v=_182kIOPRvo ๏ Primary purposes: ๏ Influence public opinion ๏ Influence policy makers ๏ Influence policy Media Advocacy Continued ๏ Media advocacy begins with a goal, which may not be individual behavior change, but instead focuses on behavior change of policy makers within an institution. ๏ Policies or regulations concerning the sale of alcohol to minors. ๏ Policies to remove “pink slime” from school food. ๏ Policies or regulations regarding smoking and the prevention of secondhand smoke inhalation. Media Advocacy Continued ๏ Media advocacy may consist of a full scale mass media campaign with advertising to gain public support for a particular type of policy, or to encourage policy makers to vote in a particular way. ๏ Goal is to help shape media coverage so that it presents the issue in a way that advances the promotion of PH. ๏ Gain media access and make sure issue is covered in a particular way. Media Advocacy Continued ๏ Strategies to work with mass media: ๏ Developing and maintaining a relationship — making contact, providing background information, and establishing yourself or your organization as a source. Red Carriage Advertisement and Clean Air Act ๏ American Lung Association ๏ http://www.lung.org/healthy-air/outdoor/red-carriage.html ๏ Providing information in a format that is useful; the mass media are looking for stories with a “human face” for more impact on people. Media Advocacy Continued ๏ Materials and activities typically used in media advocacy: ๏ Press or news releases: tells the reporter the who, what, when where, and why of a ๏ ๏ ๏ ๏ news story. Letters to the editor: Simplest way to communicate an opinion to the general public. Opinion pieces: Writing an opinion piece to be run on a newspaper’s opinion-editorial page. Carries more weight than a letter to the editor. Making presentations to an editorial board: A powerful way to win support for your issue or reach your member of Congress or local official. Interview or Media Event: press briefing and news conference. Summary ๏ Health communication is a growing field of research that involves the strategic use of communication to inform, influence, and improve personal and public health. ๏ Attitude change is the core target of health communication theories and persuasion is the technique often used to affect attitudes.
