Term
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Definition
| Intended to generate specific outcomes or effects in a relatively large number o findividuals usually within a specified period of time and through an organized set of communication activities. |
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Term
| Campaign in terms of objectives |
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Definition
| One group's intention to change another's beliefs or behaviors (ex. view on gay marriage) |
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| Campaign in terms of methods |
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Definition
| Innovative or controversial methods ( ie anti abortion group tactics or communication materials) |
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Definition
Voluntary associations (service oriented, faith group etc)
Federal government
Mass media
Foundations
Corporations and industry |
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Term
| Role of social scientists |
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Definition
Provide theory grounded approach to campaigns
Not always in line with stakeholders initial approaches to campaigns
Social scientists can serve as catalysts of cooperation in designing theory-driven campaigns |
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Term
| 3 Es of campaigns and social control |
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Definition
Education (‘seatbelts save lives’)
Engineering (automatic seatbelts)
Enforcement (“Click it or ticket) |
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Definition
Media producers
- Private groups
- Journalists
- Educator |
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Term
| history of campaigns in the U.S |
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Definition
Individual reformers (i.e. Franklin, Dix)
Associations for reform (i.e. abolition)
Mass media (i.e. magazines)
Federal government enter in the 20th century |
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| Rise of issues in the history of campaigns in the U.S |
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Definition
Public distrust (Silent Spring)
Literacy
Agenda setting |
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Term
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Definition
Planning and strategy development
II Developing and Pretesting, Concepts, Messages, and Materials (formative, evaluation) involves
III.Implementing the Program Process Evaluation
IV. Assessing Effectiveness and Making Refinement
Outcome Evaluation
Impact Evaluation |
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Term
| I. Planning and strategy development involves: |
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Definition
Market Research/Consumer Research
Target Audience Identified |
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Term
| Steps of Planning and Strategy Development |
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Definition
Step 1: Assess the Health Issue/Problem and identify all components of a solution
Step 2: Define Communication Objectives
Step 3: Define and Learn About Intended Audiences
Step 4: Explore Settings, Channels, and Activities to Reach Intended Audiences
Step 5: Identify Potential Partners (community, stakeholders, coalitions)
Step 6: Develop A Communication Strategy; Draft Communication and Evaluation Plans |
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Term
| II Developing and Pretesting, Concepts, Messages, and Materials (formative, evaluation) involves |
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Definition
Pretesting of materials
Pilot or field testing |
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Term
| Steps of II. Developing and Pretesting Concepts, Messages, and Materials (Formative Evaluation) |
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Definition
Step 1: Review Existing Materials
Step 2: Develop and Test Message Concepts
Step 3: Decide what Materials to Develop
Step 4: Develop Messages and Materials (accuracy, consistency, clarity, relevant, credible, appealing, low literacy)
Step 5: Pretest Messages and Materials |
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Term
| Conducting a campaign does not guarantee effectiveness because campaigns vary on a number of variables, such as: |
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Definition
Dose (amount of information provided)
- Duration (length of campaign)
- Degree of Media Richness (what types of media used)
- Integration of Communication Channels (print, broadcast, interpersonal)
- Integration of approaches to Social Change (education, engineering, enforcement)
- Level of Analysis (individual, community level) |
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Term
| What is social marketing1? |
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Definition
| The application and adaptation of commercial marketing concept to the planning, development, implementation, and evaluation of programs that are designed to bring about behavior change to improve the welfare of individuals or their society. |
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Term
| What social marketing does… |
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Definition
Emphasizes thorough market research to identify and understand the intended audience and what is preventing them from adopting the recommended behavior or attitude, and to then develop, monitor, and constantly adjust a program to stimulate adoption of the recommended action
Emphasizes thorough market research to identify and understand the intended audience and what is preventing them from adopting the recommended behavior or attitude, and to then develop, monitor, and constantly adjust a program to stimulate adoption of the recommended action |
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Term
| Public health professionals understand that people don’t change behaviors easily. In fact, people are more likely to adopt a new idea quickly if it exhibits these characteristics: |
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Definition
It has a relative advantage over what exists
It’s compatible with social norms
It’s not too complex
It can be “tried out”
You can see someone either doing or using it |
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Term
| Basic Marketing Principles |
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Definition
Know your audience
Its about action
There must be an exchange
Competition always exists |
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Term
| The process of heightening awareness, shifting attitudes, and strengthening knowledge is valuable if, and only if, it leads to action. |
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Definition
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Definition
product
price
place
promotion
policy |
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Term
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Definition
A social or behavior change strategy
Most effective when it activates people
Targeted to those who have a reason to care and who are ready for change
Strategic, and requires efficient use of resources
Integrated, and works on the “installment plan” |
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Term
| Social Marketing is not... |
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Definition
Just advertising
A clever slogan or messaging strategy
Reaching everyone through a media blitz
An image campaign
Done in a vacuum
A quick process |
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Term
| What is the overall goal of the campaign? |
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Definition
Raise Awareness
Increase Knowledge
Change Attitude
Reinforce Attitude
Change Behavior
- Behavior Cessation
- Behavior Adoption |
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Term
| In writing communication campaign objectives, goals should be |
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Definition
Supportive of the health program’s goals
Needs to be reflective of the issue at hand
Achievable (reasonable and realistic)
- Often smaller step toward a larger goal (e.g. eradication of AIDS or other disease)
- What can communication feasibly do?
Specific to the change desired, population to be affected, and the time period during which change should take place
Measurable, to allow you to track progress toward desired results
Prioritized, to direct the allocation of resources |
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Term
| Purposes of Research Design |
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Definition
Needs Assessment
- Incidence
- Prevalence
Needs Forecast |
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Term
| Research Design Strategies |
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Definition
Formative Research/Evaluation
Impact Studies /Process Evaluation
Efficiency Analysis/Evaluation |
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Term
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Definition
Qualitative
- Open-ended interviewing
- Focus groups
Quantitative
- Surveys (Validity, Reliability) |
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Term
| Approaches to Assessment/Evaluation |
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Definition
Awareness and recognition
Recall
Comprehension and understanding
Attitude change
Behavioral change |
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Term
| seeks to answer questions about target audiences for a program or a campaign, encompassing the collection of background information about audience orientations before initiating a campaign and assessment of the implementation and effectiveness during and after a campaign |
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Definition
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Term
| provides data and perspectives to improve messages during the course of creation AND multiple formative evaluation methods are often used. It allows for more sophisticated campaign strategies, helps avoid pitfalls, and improves the quality of the created messages |
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Definition
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Term
| Phases of Formative Research |
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Definition
1. Pre-Production
2. Produtcion testing |
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Term
| Should occur where where data are accumulated on audience characteristics that relate importantly to the medium, the message, and the situation within which the desired behavior will occur. |
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Definition
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Term
| where prototype or pilot messages are tested to obtain audience reactions prior to final production |
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Definition
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Term
| Formative Research - Based on appropriate research results, need to: |
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Definition
Conduct a situational analysis
Develop a pragmatic strategic plan
Execute the creation and placement of messages with principles of effective media campaign practices |
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Term
| Formative Research - Conceptually research should think about: |
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Definition
Source: messenger and the org. who delivers the message (demographics, credibility, and attractiveness are important variables to consider)
Message: content, organization, style, repetition, prominence of placement, scheduling)
Channel: medium of transmission and the specific media vehicle
Receiver: can’t manipulate this variable, but need to be knowledgeable & sensitive
Destination: what impact is the goal; immediate vs. long-term change, prevention vs. cessation, direct vs. two-step flow of influence, and intermediate responses vs. ultimate behavioral outcome |
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Term
| Message receivers go through five stages: |
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Definition
Exposure: encountering stimulus and paying attention to it
Information Processing: includes comprehension, selective perception of source and appeals, and evaluative reactions
Cognitive Learning: knowledge gain and/or skills acquisition
Yielding: formation or change of affective orientations such as beliefs, attitudes, values, and behavioral intentions
Utilization Stage: receivers retrieve information and are motivated - - thus they engage in the recommended practice and then maintain the behavior |
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Term
| During the pre-production phase we should: |
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Definition
Try to learn as much as possible about the intended audience and the community before specifying goals and devising strategies. Focus groups and surveys are often conducted at this stage.
Want to identify a target audience – is it the actual “offenders,” parents, policy makers
Specify the target behavior – what behavior(s) or external factor(s) will be the focus; which ones can be most adequately addressed by campaign messages (Think about campaigns that seem useless b/c they really can’t address the variables that might move folks toward a change.)
Elaborate Intermediate Response (figure out what people believe and understand so that you know what to expect)
- Knowledge and Lexicon
- Beliefs and Images
- Attitudes and Values
- Salience Priorities
- Efficacy and skills
Ascertain Channel Use
- Research needs to identify the mass media preferences and interpersonal communication patterns of target audiences, (e.g., frequency, use, attention to, exposure, and interpersonal contact networks)
- Can measure credibility ratings of different media, recall ability, and evaluate reactions to previous campaigns
Preliminary evaluation of message components
- Use focus groups or surveys to assess reactions to potential messengers, channels, styles, themes, evidence types, etc…
(Note: Different data resources exist for audience segmentation purposes. Could be a nice starting point… but would still need to go further…) |
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Term
| Production/Pretesting Phase |
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Definition
Developing the Concept
- Concepts are partially, roughly formulated message ideas consisting of visual sketches and key phrases for main elements of message
- Start here because you can eliminate weak approaches |
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Term
| During the Production/Pretesting phase you create the test message by: |
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Definition
Assessing Attention (must have for message processing)
- Measuring Comprehension (must have for message processing)
- Identifying Strong and Weak Points (are main message points getting through? What seems to work – what does not?)
Determining Personal Relevance (message must be perceived to apply to the receiver)
- Gauging Sensitive or Controversial Elements (anything offensive or alienating) |
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Term
| Types of pretesting include |
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Definition
Focus Groups
Individual In-depth Interviews (used for deep probing, esp. sensitive issues)
Central Location Intercept Interviews (good for large samples of target group)
Brief Surveys (show message and ask questions; Preachy? Confusing? Believable? Profession?)
Self-Administered Questionnaires (inexpensive, but low response rates, and more bias often the case (“really love” and “really hate” folks respond)
Theater Testing (test commercials and PSAs embedded in 30-minute TV format; asked to recall info and exposed again later with follow-up questions)
Day-After Recall (telephoned at home and asked to watch a particular show and then called again for reactions)
Other Approaches
- Readability testing
- Gatekeeper review
- Participatory rapid appraisal (developing countries; semi-structured) |
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Term
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Definition
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Term
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Definition
1.Allows you to understand your audience(s)
2. Allows you to better predict behavior and thus, develop messages that appeal to your audience(s)
3. Consists of gathering, interpretation, and application of demographic, behavioral, psychographic, and geographic information
4. Is based on the assumption that different groups of audience members possess different characteristics that make them more or less likely to pay attention to, process, and be influenced by different messages
5. Are guided by the goal of developing criteria that can be used to form audience clusters that are highly homogenous in their information-seeking needs,desires, and motivations
6. Attempts to find a balance between the fewest messages and channels to disseminate information AND forming audience segments that are as homogenous as possible
7. Recognizes that the greater the reach of a campaign, the greater the number of individuals who can be affected, but increased reach come at the expense of higher-order changes |
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Term
| Traditional Segmentation Based On: |
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Definition
Demographics: gender, age, occupation, income, education, family situation, cultural characteristics
Psychographics: values, beliefs, key personal characteristics, sources of information, organizations and social networks, how $$$ are spent
Geography: country, state, region, community
Behavioral: actual current behavior, benefits of current behavior, readiness for change, social or medical consequences experiencing already, why they behave as they do |
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Term
| In general audience segment must be: |
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Definition
1.definable
2.mutually exclusive
3.measurable, accessible
4.pertinent to an organization's mission
5. reachable with communication in an affordable way,and large enough to be substantial and to service economically |
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Term
| To identify audience segments: |
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Definition
1. Use Qualitative Data
2. Use Quantitative Data
3. Use Theory [SOC, HBM, TRA, TPB, SCT, etc..]
4. Identify known determinants from previous research
5. Identify distinctive patterns of determinants for specific groups
- Will need to identify and prioritize variables to map out possibilities
- Choose segments based on possibilities (challenging b/c many patterns will exist
6. Statistical programs can help us once we have identified determinants (i.e. Cluster Analysis, etc.) |
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Term
| Airhihenbuwa Communication Framework for HIV/AIDS |
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Definition
Government & Policy
Spirituality
Culture
SES
Gender |
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Term
| Kar & Alcalay’s Ecological Model of Health Communication - 5 Levels of influence |
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Definition
Intrapersonal
Interpersonal
Institutional
Community Factors
Public Policies |
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Term
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Definition
| health publicity: use of mass media to disseminate health information |
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Term
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Definition
| Drive models of fear appeals: Learning theory approach (Stimulus-> Response->Reinforcement) Fear-as- Acquired Drive Model |
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Term
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Definition
| powerful drive and a negative stimulus |
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Term
| Fear motivates response if |
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Definition
| If the outcome of the response reduces/eliminates fear, reinforces response - If response does not generate the desired outcome (eliminate fear), the next time the same negative stimulus is presented, the individual denies the threat, reacts with anger, or avoids any possible exposure to the stimulus that created the fear |
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Term
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Definition
*Focus on HRAs (Health Risk Appraisals)
*Ignored the reality that risk information alone seldom changes behaviors
*Ignored procedural knowledge information;overemphasized factual information |
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Term
Focuses on the cognitive responses to health risk messages
*Statements about probability of a threat = perceptions of susceptibility/vulnerability
*Statements about magnitude of a threat = perceptions of severity
*Descriptions of recommended response = perceptions of response efficacy |
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Definition
| Protection Motivation Theory |
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Term
Learning models are too reactive individuals think in response to messages as well as feel
*Fear control process: Emotional processes=fear arousal and fear reduction
*Danger control process: Cognitive process=formulation of thoughts about threats/dangers and strategic responses |
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Definition
| The Parallel Process Model |
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Term
| Customizing a message to an individual—e.g., what threats (perceived versus actual) are most likely to motivate that person; what barriers to performance of an action exist |
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Definition
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Term
| Designing a message to a segment of the general population based on common characteristics (i.e have the same beliefs about a threat, identify the same barriers to action) |
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Definition
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Term
| Include the name and/or other identifiers in the body of a message (the message may otherwise be tailored, targeted, or even a generic message) |
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Definition
| PErsonalized communication |
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Term
| Use of personal pronouns, lack of qualifiers, present tense temporal indicators to create psychological involvement with the message |
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Definition
| Immediate Language in communication |
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Term
| one’s vulnerability to a threat |
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Definition
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Term
| degree to which one feels at risk for actually experiencing the threat |
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Definition
| perceived susceptibility to threat |
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Term
| degree of harm that could possibly be experienced if a threat materialized |
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Definition
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Term
| threats are perceived as more severe when they occur 1) sooner (vs. later), 2) more fatal, 3) more painful, and 4) more disfiguring. |
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Definition
| perceived severity of threat |
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Term
| Extended parallel process model |
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Definition
Ethical considerations
Source factors
Message factors
Danger control
Fear control
Individual differences |
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Term
| Extended parallel process model: Ethical considerations associated with use of fear appeals |
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Definition
Verbally intense language: references to death, disability, disfigurement; death and sex metaphors
Verbally intense language: use of adverbs and adjectives to heighten the severity of outcomes and an individual’s susceptibility to them |
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Term
| Extended parallel process model: source factors |
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Definition
Source credibility: positively related to retention and acceptance of message when source is explicitly named
Similarity: Increases compliance but mixed impact on perceptions of persuasiveness |
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Term
| Extended Parallel process model: message factors |
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Definition
Argument quality: evidence (cognition) versus narrative (emotions/affect)
Message sidedness: one versus two-sided
Vividness: concrete imagery-provoking
Message framing: loss versus gain
Imminent versus distant/remote threat |
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Term
| What leads to danger control: |
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Definition
1.cognitive appraisals
*Threat appraisal: what is the threat, am I at risk, am I susceptible, is the threat severe?
*Efficacy appraisal: is the response effective, can I perform it?
2. High perceived efficacy conditions when perceived threat is high: DANGER CONTROL:
*Efficacy must exceed threat perceptions to control fear
*Must believe recommended
response is effective and I can perform it |
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Term
The extended parallel process model
Individual differences |
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Definition
| impact perceptions of threat and efficacy |
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Term
Elaboration Likelihood Model
Motivation to process message:
No
Yes |
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Definition
Motivation to Process message 1.No - Peripheral cue such as source attractiveness or credibility may still motivate processing and attitude change - Absence of cue leads to retention of present attitude
2.Yes - Have ability to process, then think about message and present attitudes to assessfit - Lack ability to process, then rely again on peripheral cue presence/ absence to predict outcome |
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Term
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Definition
Perceived barriers to performance of recommended response: strongest predictor of action/inaction
Perceived benefits of performing the recommended response
Perceived susceptibility to a health threat: 2nd strongest predictor of action/inaction |
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Term
| The Health Belief Model - Cues to action |
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Definition
| Mass media information and entertainment - Friends and family members--talk and actions as models - Health care professionals/ practitioners and organizations - Vicarious experience through observation of others’ health/illness |
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Term
Behavioral intentions
Attitudes toward the behavior
- What does your audience believe about the behavior: advantages versus disadvantages (barriers vs.benefits; cost vs. rewards)?
- What is the strength and the valence of the beliefs? |
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Definition
| Theory of Reasoned Action |
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Term
| individual’s beliefs about expected behavior |
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Definition
Theory of Reasoned Action:
Subjective norms |
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Term
| Individuals with varying types of authority who help create, reshape, or advance information through their “gate” OR withhold information altogether. Typically refers to media gatekeepers, but other members of the community can also act as gatekeepers. |
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Definition
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Term
| Any group or individual who can affect or is affected by the achievement of the organization’s objectives (e.g., patient groups, professional and voluntary associations) |
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Definition
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Term
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Definition
Problem recognition: Help the gatekeeper recognize your health concern as a problem in your community
2. Constraint recognition: Identify and resolve constraints of gatekeepers
3. Level of involvement: Help the gatekeeper become personally involved with the issue (respond to a questionnaire, speak at a local event, provide comments on PSA, etc). |
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Term
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Definition
Immediacy
2. Proximity
3. Consequence
4. Human Interest |
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Term
| A complete design template will |
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Definition
Provide a visual framework in which the developers can visualize their message.
Provide an organizational framework for message developers. |
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Term
| 3 key elements of developing the organizational framework |
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Definition
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