CHS 160 Quiz #2 Prep.

CH.8-

group-level health communication

• communication interventions intended to reach groups of people at the same time and may target changes at one or more levels of the social ecological model (SEM)

• 5 types: (a) community-based interventions (Identification, collectivization, ownership), (b) school-based interventions, (c) workplace-based interventions, (d) social movements, and (e) policy- and advocacy-based health communication

positive deviance (PD)

community-driven approach based on the understanding that in every community there are people whose uncommon practices have led to better solutions to problems than their peers have developed

cultural sensitivity

incorporation of culture, beliefs, and norms of the primary audience into a health communication program or intervention

school-based health communication interventions

take place at any level of school from primary through universities as needed to engage teachers, students, administration, staff, or a combination thereof

workplace-based health communication interventions

implemented at places of employment and can reach all types of employees regardless of status from full-time to part-time, temporary, seasonal, volunteers, or a combination thereof

social movements

seek to enact change by empowering disadvantaged groups to have a voice, building support to address inequities and uphold the rights of individuals and communities, and/or mobilizing stakeholders toward a common cause

health activism

actions and efforts aimed at improving a specific public health issue at any level, or across levels, of the SEM

policy- and advocacy-based health communication interventions

• designed to influence relevant stakeholders to support, draft, or implement policies regarding a specific public health topic

• characteristics: (a) have clearly identified goals, (b) are well timed, (c) require careful audience analysis, and (d) rely on evidence

media advocacy

strategic use of mass media and their tools to advance a public health policy

Name different places where group-level health communication interventions occur.

Group-level health communication interventions occur at communities, schools, or workplaces. Each of these locations are chosen dependent on the intervention researchers are trying to implement which helps them to reach more of the correct people.

Examine the role of culture in group-level health communication.

Culture can play a big role in the way that researchers perform these group-level health communication strategies. Culture can mean different things to different people but based on their definition it could change the way they react to an intervention. We need to remain culturally sensitive and understand the population we’re working with before we try to implement something new.

Give an example of a pressing public health topic and how group-level health communication interventions could potentially address the topic.

An example of a pressing public health topic would be to reduce the number of students vaping. This would require a school based group level communication strategy. The primary audience would we students, secondary audience families and educators, and tertiary audience would be administration. We would target students as a primary because we want them to stop vaping. Secondary would be families and educators because these are their trusted sources and this would be the way we can best get information to them. Tertiary would be administration because they can create stronger policies and regulations around in school vaping.

List several social movements in the United States and around the world.

• Black Lives Matter

• It Gets Better

• March for Our Lives

Distinguish how policy- and advocacy-based health communication interventions are different from other group-level health communication interventions.

Policy- and advocacy-based health communication interventions are different from other group-level health communication interventions because they focus on those who make policies, where as other group level interventions focus on “real” everyday people. This means that the goals of them are also different. Policy makers change those policies to improve the lives of others but the other interventions want people to change attitudes or behaviors to improve their lives.

media campaigns

health communication efforts that use any type of mass media to engage with large numbers of people at the same time

traditional mass media

sometimes referred to as old media, consist of print, radio, TV, and/or multimedia channels that existed before wide use of the internet and digital technologies

reach

refers to the total number of people exposed to a mass media message

channel

specific medium or type of media

community radio

locally owned, operated, and produced

over-the-top streaming (OTT) services

media available to consumers directly from the internet, such as Netflix, Disney+, Amazon Prime, and Hulu, which can be accessed via phones, computers, and smart TVs

public service announcement

short mass media message aimed at the public interest

media saturation

The volume of media produced in a person’s environment

Paraphrase what is meant by the term mass media.

Mass media is a way to reach important information to people in an accessible and understandable way. It is used to influence individuals, families, communities, and many other audiences.

List characteristics of different mass media channels used for public health and why these are important to consider for specific contexts and audiences

• Print Media Interventions

  • Brochures, booklets, pamphlets, newsletters, poster, billboards, murals, direct mail letters, postcards, magazines, newspapers…

  • simple to disseminate and access

  • Low cost to produce, frequent exposure

• Radio Interventions

  • Reach new audiences

  • Primary source of news and information

  • Community radio

  • News, music, announcements, radio talk, interview, etc.

  • Consume information by listening

  • Attentive listening and imagination

  • No issues of literacy

• TV Interventions

  • Streaming services over cable

  • Health messages are embedded into popular TV, specifically TV, or part of social impact entertainment

  • Public service announcements

  • Improves knowledge, attitudes, behaviors, and prosocial norms

  • Medium for educational purposes

• Multimedia Interventions

  • Text, audio, visual content

  • Combined use

  • Reaches large populations at the same time

  • Cost-effective though high front-end design costs

Interpret best practices for mass media interventions for public health.

• Print media interventions

  • Develop materials with stakeholders and audience members

  • Focus on text

  • Consider local culture and language

  • Cite you sources

  • Consider visual aspects

  • Use colors w care and consideration

  • Relate visuals with text or verbal explanations

• Radio interventions

  • Understand potential reach

  • Carefully consider message frequency

  • Complete all steps in preproduction

  • Spend ample time in production

  • Don’t forget postproduction

• TV interventions

  • Consider 2 stages of TV preproduction

  • Remember that TV production involves rehearsals and recording

  • Plan for post production

• Multimedia Interventions

  • Invest in high quality formative research and present findings to creative professionals

  • Partner with local creative experts to create culturally specific programming

  • Consider nature of priority behaviors when selecting formats

  • Ensure sufficient reach and frequency of exposure among priority audiences and promote audience engagement and interaction

  • frame messages in culturally appropriate ways when trying to reach specific audiences

  • Use theory to create campaign messages

  • Create supportive environments

  • Conduct process monitoring

  • Plan for evaluation that measures behavioral outcomes and allows for cost-benefit analysis

Think critically about the characteristics of new mass media and what strengths and limits they have in public health communication.

Looking at the characteristics of new mass media they’re strong in the sense that they’re accessible to everyone but this can be a limitation. With everyone having access they can get overwhelmed with information and ignore what they see. Easier to appeal to audiences.

Apply tools to assess the understandability and actionability of print materials.

In order to assess the understandability and actionability of print materials you can use tools like the patient education materials assessment tool and the CDC clear Communication Index.

social media

mass media efforts using internet and digital apps to reach large numbers of people at the same time

digital divide

the gap between people who have access to the internet and those who don’t

eHealth

“electronic health,” defined as internet use as a resource to enhance health services and information

mHealth

“mobile health” is a broader term than eHealth that incorporates mobile devices and associated technologies such as messaging, apps, and global positioning, and can include eHealth

telehealth

specific type of eHealth that broadly refers to providing both clinical and nonclinical healthcare services via the internet

telemedicine

Specific type of eHealth that is limited to providing clinical services online

social networking

participating in a website where people build a profile, connect with other users, and interact

media sharing

function of social media where users share photos, videos, music/audio, or other media online

blogging

writing online in a concise, narrative, or autobiographical style that is typically longer than social media posts (that have character limits)

discussion forum

online community engagement that allows visitors to read and write content on common interest topics

social bookmarking

enables users to add, annotate, manage, and share information on web pages while gleaning information online

virtual reality

specific type of immersive gaming that relies on technology to allow users to explore and manipulate computer-generated real or artificial 3D environments

infodemic

overload of information from both official and non-official sources, including false information and unsourced recommendations on health

Describe the difference between eHealth and mHealth.

The focus of eHealth is using the internet as a resource, whereas mHealth is any type of health resources that are found through mobile devices and other apps including eHealth or the internet so it is a broader term.

Explain the uses and functions of social media.

The use of social media is branched into 2 sections which are planned use and organic use. Planned use is specific interventions designed by health communication researchers with a specific focus on a health outcome. Organic use is the efforts made by health communication scholars to examin existing content of social media to see how people use social media for health. The 6 main functions of social media are social networking, media sharing, blogging, participating in discussion forums, social bookmarking, and gaming.

Compare and contrast the advantages and disadvantages of using social media for public health.

• Advantages

  • Cost-effective

  • Disseminate information rapidly

  • Youtube has been a growing source of health information

  • Reach large audiences rapidly to keep up to date information and counter misinformation

  • Discussion forums can give people a sense of community while staying anonymous

  • Social bookmarking can be: way to share information and research finding among those w common interests; self-tagging can define the user’s relationship with the content; Information flows directly from user to user leading to enhanced support and networking; clever use of tagging to assist in the storage and retrieval of online medical information; tagging is less costly and time consuming than cataloging (more likely to take place); taggers have an efficient way to save and find their own web-based material and have opportunity to contribute to common good; real time search engines provide access to latest medical findings; one might serendipitously stumble upon life saving information

  • Video games can provide: (a) cognitive remediation; (b) distractors in the role of pain management; (c) physiotherapy and occupational therapy; (d) the development of social and communication skills among people who are learning disabled; (e) psychotherapeutic settings; (f) health compliance; (g) stress, anxiety, and emotional regulation; and (h) physical activity (exergames)

• Disadvantages

  • Can be quickly infiltrated by politicization and misinformation

  • Blasting consumers with marketing products that are harmful to health

  • modeling unhealthy behavior

  • Amplifying public health resistors

  • Distorting policy and research agendas

  • Not all blogs provide accurate and up to date information

  • Social bookmarking can lead to some misinterpreting medical information

List best practices for social media interventions for public health.

1. Start by considering social media as part of your larger communication goals and objectives

2. Tailor content to specific social media audience

3. Draft and pre-test content before posting

4. Post text alongside matching images or video

5. Link to external videos to further encourage interactive engagement

6. Use a positive emotional appeal with celebrities and/or social media influencers.

7. Encourage two-way communication

8. Use humor when appropriate

9. Measure success through monitoring and evaluation

Outline ways to overcome challenges posed by current or future infodemics.

To overcomes challenges by infodemics it’s important to follow the infodemic response checklist:

1. Provide more exposure and airtime for professionals to provide authentic, useful, and transparent information for the public with facts through various outlets

2. Promote websites of public health organizations via search engines and list them prominently where viewers will see them at the start of a search

3. Verify the accounts of those claiming to be public health personnel or medical professionals on popular social media platforms like Twitter and Facebook, where the public indulges heavily in social interaction.

4. Promote the posts of public health and medical professionals, guided by reliable sources and authentic information.

5. Monitor engagement on social media platforms by closely reviewing content shared on specific platforms during pandemics to ensure false information does not promote harmful perceptions or practices.

6. Establish programs that help people cope with stress and address their mental health concerns

7. Adopt a personal and empathic style of communication to grab public attention and address health concerns. Merely sharing updated information and policies may be insufficient to capture public interest in official communications

8. Promote dialogue to understand people’s perceptions and the motives behind their practices to further strengthen societal adhesion and unity

9. Share personal experiences on social media to combat misinformation. Promoting stories of people who have been affected by the disease can have a major impact on people’s perception of the pandemic

10. Direct health communication strategies using influencers and role models for minority populations and people of different classes, races, and ethnicities. In addition, governments and health officials can use social media to recommend policy change by highlighting the lack of access to healthcare facilities and services on social media

11. Develop educational material and speed the share of evidence-based science to address existing wrong perceptions, correct behaviors, and promote healthy practices.

12. Increase investment in the research and development of health communication to explore and understand strategic ways of targeting different populations. Health communication is a rising field in different parts of the world

cross-level health communication strategies

designed to influence change at two or more levels of the model at the same time.

social and behavior change

programs attempt to simultaneously change both individual behavior and societies to create an enabling environment where individual behavior change is possible, accepted, and supported

development communication

refers to work that uses communication as part of international development including modernization and improving quality of life for all

capability approach

theoretical framework that positions a person’s well-being as a set of functions which is determined by a person’s resources and ability to access them.

communication for social change

process of public and private dialog where participants define who they are, what they need, and how to get what they need to improve their lives.

social and behavior change communication

strategic use of communication to change knowledge, behavior, social norms, and other indicators across the SEM

communication for development

cross-level strategy that has been embraced by organizations such as the United Nations and UNICEF, the United Nations Children’s Fund

social impact entertainment

newer cross-level strategy in health communication. It consists of media made for entertainment purposes with stories designed to make an impact on a variety of topics

entertainment-education

theory-driven SBCC strategy that combines entertainment and education to address real-world issues across the SEM, including new and emerging health priorities

social norms

informal and often unspoken rules that guide behavior

Define cross-level communication and describe several common strategies in health communication.

Cross-level communication strategies work to influence change at 2 or more levels of the SEM model at the same time. Some strategies are:

1. Communication for social change

2. Social and behavior change communication

3. Communication for development

4. Social impact entertainment

5. Entertainment-education

Differentiate between cross-level strategies including communication for social change (CFSC), social and behavior change communication (SBCC), communication for development (C4D), social impact entertainment (SIE), and entertainment-education (EE).

1. Communication for social change: public and private dialogue where participants define who they are, what they need, and how to get what they need to improve their lives

   1. Combo of behavior change, media use, stakeholder empowerment, participatory advocacy, and collective change

   2. Key aspects: participation and cultural contextualization

2. Social and behavior change communication: Use of communication to change knowledge, behavior, social norms, and other indicators across SEM

   1. Grounded in several theories like theory of planned behavior, elaboration likelihood model, social cognitive theory, diffusion of innovations

3. Communication for development: requires a dimension of multisectoral and interagency collaboration, integration, and coordination

   1. Requires many different players

   2. Social change is always contextual

4. Social impact entertainment: media made specifically for entertainment purposes with stories designed to make an impact on a variety of topics

   1. Designed first to be entertaining and make profit then added information to positively impact society

5. Entertainment-education: theory driven SBCC strategy that combines entertainment and education to address real-world issues across SEM

   1. Roots in broader idea of storytelling for change

Explain why social and behavior change is important to cross-level communication.

Social and behavior change is important to cross-level communication because it works to promote knowledge and positive behaviors + norms through a society. It is also heavily grounded in several theories meaning that the solutions it proposes are looked at through several lenses. Use power of communication to change behavior by influences people’s knowledge, attitudes and social norms for the better. Coordinations information across multiple communication levels so people receive the right information at the right time to influence people to make healthier decisions. Strategic, systematic, targeted.

List important factors to consider in the design of cross-level strategies.

When designing cross-level strategies

Give examples of the strengths and limitations of EE and in what contexts (audience types, health issues, geographical regions etc.) such factors may exist.

Hypothesis

idea or a statement about a relationship that is tested through research

Research Methods

quantitative and/or qualitative data collection processes for research and evaluation

Randomized controlled trial

an experimental study design that randomly assigns participants to either an experimental or a control group

Quasi-experimental design

common in health communication and do not use randomization but could have a control or comparison group

Quantitative research methods

research methods that collect and analyze numerical data

Qualitative research methods

research methods that collect and analyze nonnumerical data such as words or text, pictures or photographs, and observations

Participatory research methods

research methods where community members play a vital role

Mixed methods

 research that uses a combination of research approaches in conjunction with one another to answer a research question

Informed consent

process of informing a research participant about a research study, including the risks and benefits of participating, so the participant can decide whether they would like to participate

Institutional review board

group that reviews proposed research to ensure principles are followed and rights are protected

Formative research

research conducted prior to designing a health communication program in order to form and inform the program’s activities

Primary data

evidence gathered for the purposes of the specific project, which is often collected by programmers and researchers engaged with the program

Primary data

Secondary data

evidence gathered from other existing sources of information. Secondary data may include a literature review to help with the design, implementation, and evaluation of health communication interventions

Literature review

summary of previously published research on a topic

Explain the difference between research and evaluation

Compare quantitative and qualitative research methods

Identify different analytical methods for different research methods

Demonstrate an understanding of basic research principles and ethical requirements.

Summarize the purpose of formative research.

monitoring

conducted while a program is being implemented in order to document the implementation and to understand if a health communication program is being implemented as planned. ongoing “check in” for health communication interventions

process evaluation

conducted while a program is being implemented in order to document the implementation and to understand if a health communication program is being implemented as planned. specifically designed to identify factors contributing to change

type III errors

errors that result from evaluating a program that has not been fully implemented

routine monitoring

used to measure various aspects of program implementation, such as the who (who implemented and received the program), what (what intervention components were delivered), when (when were the intervention components delivered), where (where did the intervention take place), and how much (how much was the length or duration of the intervention) regarding the intervention in question

fidelity

extent to which a health communication effort is implemented as planned, meets quality criteria, and is consistent with underlying theory

behavioral monitoring

allows health communication practitioners and researchers to link implementation with initial (short-term) results

Community-based participatory research

research approach that equitably involves community members across all research stages, from initial stages of determining a research question to monitoring, evaluation, and dissemination

Omnibus survey

national survey that includes questions on a variety of topics for various clients. designed so that questions can be added and analyzed for new or separate projects.

Rapid assessment survey

quick survey study designed to take approximately 10 minutes or less to understand key factors influencing audiences and understand how the program is resonating well before any evaluation data are planned

Vignette

short story that describes a hypothetical person and scenario and is applied in research to elicit responses about an imaginary person rather than oneself

Data triangulation

collecting data from different instruments, sources, samples, and types of data to answer “what” and “why” questions about study outcomes that neither method could achieve alone

Empowerment evaluation

refers to a monitoring and evaluation approach that provides communities with tools to monitor and evaluate programs themselves

Summarize the purpose of process evaluation/monitoring.

Delineate the difference between routine monitoring and behavioral monitoring

Develop a monitoring plan

Select several monitoring indicators based on program goals and objectives

Articulate best practices for monitoring a health communication program

outcome evaluation

answers the question, “Does the program make a difference?” and provides results on what has changed, by how much, and whether that change is consistent with program objectives

Impact evaluation

Refers to the long-term or wider impact of a health communication program

Unintended consequences

unanticipated changes in a negative or positive direction