Harnessing Power Social Marketing - acha.org · Harnessing the Power of Social Marketing to increase behavior change among college students Rita DeBate, PhD, MPH, FAED, FAAHB Associate

Harnessing the Power of Social Marketing to increase behavior change among college students

Rita DeBate, PhD, MPH, FAED, FAAHBAssociate Vice President Health & Wellness

Professor, College of Public Health

Research Team▼ Rita DeBate, PhD, MPH, FAED, FAAHB

AVP Health & Wellness; Professor, College of Public Health

▼ Diane Zanto, ARNPStudent Health Services

▼ Heidi Petracco, MSW, LCSWCounseling Center

▼ Nick Joyce, PhDCounseling Center

▼ Jennifer DiPrete, MPHCenter for Student Wellbeing

▼ Makenzie Schiemann, MSStudent Outreach & Support

▼ Amy Gatto, MPHDoctoral Research Assistant

▼ Gregor Rafal, BSGraduate Research Assistant

▼ Erica BahnwegUndergraduate Research Assistant

▼ Mary NicholasUndergraduate Research Assistant

▼ Sarah ShadayUndergraduate Research Assistant

▼ Chris Haywood, MSSocial Media Marketing

▼ Jennifer Bleck, PhD, MPHCo-Director, Center for Transdisciplinary Research in College Wellbeing and Success

Learning Objectives

▼ State the phases of the social marketing planning framework

▼ Describe the 4 Ps of the social marketing mix

▼ Create an example of a formative assessment to determine audience

segmentation and marketing mix and subsequent strategies and

channels

▼ Discuss how social marketing can be used to improve health promotion

program planning at your college/university

Social Marketing

A program planning process that appliescommercial marketing concepts and techniques to

promote voluntary behavior change

Facilitates the acceptance, rejection, modification, abandonment or maintenance of a particular

behavior by groups or individuals referred to as the target audience/priority population

Precede/Proceed Framework

Intervention Mapping Framework

Social Marketing1. Situation Analysis2. Select Target Audiences3. Select Objectives and Goals4. Analyze Target Audiences and the

Competition5. Develop Marketing Strategies6. Develop an Evaluation & Monitoring

Plan7. Develop an Implementation Plan8. Determine Budgets & Funding

sources

Mar

keti

ng

Min

dse

t

Consumer Research

Exchange Theory

Audience Segmentation

Competition

Marketing Mix

Marketin

g Min

dset

Marketing Mindset

Reminds marketers to: Offer benefits that the consumer really values---not what the public

health professional values Recognize that consumers often pay intangible costs such as time,

discomfort, stigma, etc. associated with changing behavior Acknowledge that everyone involved in the exchange, including

intermediaries, must receive valued benefit in return for their efforts

Exchange TheoryViews consumers acting primarily out of self-interest as they seek ways to

optimize value by doing what gives them the greatest benefits for the least cost

Marketing Mindset

Audience SegmentationSegments based on current behavior. Different marketing strategies are

developed for selected population & segments.*Reminds marketers to do segment research*

Marketing Mindset

Reminds marketers to ask:1. What products or behaviors/services compete with what we are

promoting?2. How do those benefits compare with those offered by competing

behaviors?

Answers enable us to offer the benefits that provide a sustainable competitive advantage that maximizes the products attractiveness to the consumer

CompetitionThe behavioral options that compete with public health

recommendations/services.

Marketing Mindset

So

cial

Mar

keti

ng

Fra

mew

ork Situation Analysis

Select Target Audience

Set Objectives/

Goals

Analyze Target Audience & Competition

Develop/Pre-test marketing strategies

Create Implementation

Plan

Develop Evaluation Plan

Determine Budget and

Funding

So

cial

Mar

keti

ng

Fra

mew

ork

How’s your Marketing Mindset?

Rate yourself for each of the following statements using the following scale: 5=All of the time; 4 =Often; 3=Sometimes; 2=Rarely; 1=Never

1. I start by trying to get as full a picture of the everyday lives and concerns of the audience I am addressing.

In Theory In Practice


2. I invest time and effort in seeking to understanding the reasons why people do what they do and try to develop deeper insights about what moves and motivates them.



3. I avoid blanket ‘one size fits all’ approaches and look at different ways that I can target and segment my audience – so I can tailor my approach more effectively.



4. I make sure I set measurable behavioral goals and use these to guide development throughout with stages that are realistic and achievable for the audience concerned.



5. I spend time really looking at what I am offering to people (to encourage and motivate behavior), the rewards that they will get, and ensure these are something that they value (and not just something I value).



6. I spend time trying to understand exactly what the competition is in relation to the relevant behavior and consider ways to tackle this.



7. I look at the individual in their wider social context and work to address the factors that lie outside of their immediate control but which may directly affect their behavior.



8. I work to ensure that all systems and services put in place for people are easily and readily accessible to them and wherever possible are fun and easy to be involved with, and wherever possible have socialbenefits too.



9. Where I need to communicate things to people I check to make sure this is in a style, language and tone that is understood and appreciated by them.



10. I always reflect on what I do and don’t assume because something may have worked for one audience it will automatically work for another.



11. I always measure the ultimate success of what I do by the extent to which it influences what people actually do (rather than just what they might know or believe).


Let’sPractice

CA

SE

ST

UD

YC

AS

E S

TU

DY

CASE STUDYA problem is a gap between an acceptable or desirable state and the current state.

The Provost and the VP for Student Affairs and Student Success are asking all AVPs to provide plans that describe unit programming specifically targeted to address the

following program gap:• Desirable State:

• 91% USF full-time, FTIC freshman retention rate with a GPA≥2.0• 70% full-time FTIC 6-year graduation rate

• Current State: • 89% USF full-time, FTIC freshman retention rate with a GPA≥2.0• 66% full-time FTIC 6-year graduation rate

What specific programming will your unit develop to meet the charge of the VP and Provost?

1. Situation AnalysisQuestions RE: This Campaign

• What is the Epidemiological/Social Issue?

• What is the focus (behavior)?• What is the purpose?• What internal strengths will this

plan maximize?• What internal weaknesses will

the plan minimize?• What external opportunities will

you plan take advantage of?• What external threats will you

plan and prepare for?• What findings from prior and

similar efforts are noteworthy?

USF NCHA: MENTAL WELLBEING DX & TX

IN LAST 12 MONTHS:2014

%

2016%

+/-%

AnxietyDX

TX

10.9

74.8

12.6

70.3

+1.7

-4.5

DepressionDX

TX

8.5

83.7

9.1

77.0

+0.6

-6.7

Panic AttackDX

TX

5.8

62.9

7.6

64.3

+1.8

+1.4

InsomniaDX

TX

3.7

68.1

3.2

70.0

-0.5

+1.9

Other Sleep DisorderDX

TX

1.8

60.0

1.0

63.6

-0.8

+3.6

Other Mental Health ConditionDX

TX

1.9

90.9

1.9

66.7

--

-24.2

USF NCHA : MENTAL WELLBEING AND ACADEMIC PERFORMANCE

2014

%

2016

%

+/-

%

ANXIETY (HC 2020 TARGET=16.5%)

22.6 24.8 +2.2

DEPRESSION 14.2 14.7 +0.5

STRESS(HC 2020 TARGET=24.7%)

30.9 34.1 +3.2

RELATIONSHIP DIFFICULTIES 12.4 10.7 -1.7

CONCERN FOR FAMILY MEMBER/FRIEND 14.7 10.4 -4.3

SLEEP DIFFICULTIES(HC 2020 TARGET=18.0%)

21.9 21.8 -0.1

FINANCES 11.2 9.8 -1.4

WORK (HC 2020 TARGET=12.3%) 17.5 15.2 -2.3

USF NCHA: DEPRESSIVE SYMPTOMS

IN PAST 30 DAYS FELT:2014

%

2016%

+/-%

THINGS WERE HOPELESS 26.9 28.1 +1.2*

OVERWHELMED BY ALL YOU HAD TO DO 72.9 67.3 -5.6*

EXHAUSTED (NOT FROM PHYSICAL ACTIVITY) 67.8 64.4 -3.4*

VERY LONELY 35.9 37.1 +1.2*

VERY SAD 36.6 40.9 +4.3*

SO DEPRESSED IT WAS DIFFICULT TO FUNCTION 16.6 19.7 +3.1*

OVERWHELMING ANXIETY 35.1 37.5 +2.4*

OVERWHELMING ANGER 22.8 22.5 -0.3

SERIOUSLY CONSIDERED SUICIDE (PAST 12 MO) 7.2 10.0 +2.8*

ATTEMPTED SUICIDE(PAST 12 MO)

(HC 2020 TARGET=1.2%)

1.3 1.9 +0.6*

1

3

0

5 5

2

4 4 4

1

3

4 4

2

0

2

4

2

4

5

3

0

1

2

3

4

5

6

USF Baker Acts AY 2016-2017

Total Linear (Total)

USF NCHA : MENTAL WELLBEING AND ACADEMIC PERFORMANCE

2014

%

2016

%

+/-

%

ANXIETY (HC 2020 TARGET=16.5%)

22.6 24.8 +2.2

DEPRESSION 14.2 14.7 +0.5

STRESS(HC 2020 TARGET=24.7%)

30.9 34.1 +3.2

RELATIONSHIP DIFFICULTIES 12.4 10.7 -1.7

CONCERN FOR FAMILY MEMBER/FRIEND 14.7 10.4 -4.3

SLEEP DIFFICULTIES(HC 2020 TARGET=18.0%)

21.9 21.8 -0.1

FINANCES 11.2 9.8 -1.4

WORK (HC 2020 TARGET=12.3%) 17.5 15.2 -2.3

If a counseling center treats 500 students

30Dropouts

can be Averted

+1.2 Million Tuition

+3 Million Lifetime Earnings

1. Situation Analysis

Questions RE: This Campaign

• What is the Epidemiological/Social Issue?

• What is the campaign focus(behavior)?

• What is the campaign purpose?• What internal strengths will this

plan maximize?• What internal weaknesses will the

plan minimize?• What external opportunities will

you plan take advantage of?• What external threats will you plan

and prepare for?• What findings from prior and

similar efforts are noteworthy?

Epi/Social Issue• Improve retention and graduation rates

• Depressive symptoms and binge drinking predicted lower GPA and increased likelihood of dropping out

• Early discontinuation 3x more likely among students dx/depression• High prevalence of depression, anxiety, stress• Impediments to academic performance depression, anxiety, stress, sleep,

concern for friends and other• Increased referrals to SOCAT• Increased number of Baker Acts

Focus (behavior)• Help-seeking Behaviors

Purpose• Decrease mental health impediments to academic performance

Internal

Strengths Maximize

WeaknessesMinimize

• SOS, CC, SHS, CSW

• Provost support

• Retention rates• Graduation

rates• Baker Acts

External

Opportunities Threats

• More tuition revenue

• Florida LBR• E-mental health

• LBR not funded• increase #

student need

3. Select Target Aud.Questions

How do you describe your target audiencesfor your program/campaign in terms of:• Size• Problem incidence/prevalence/severity• Relevant variables

• Demographics• Psycho-social factors• Geographic• Behaviors• Stages of change, etc.

Which of these are your primary audiences?

Which are secondary audiences?

• Male students are more likely than female students to discontinue education at USF

• Males less likely to identify and seek help for mental health issues• Only 34% of USF CC clients were male• Undergraduate males less likely to recognize at-risk mental health issues

and problems• Males more likely to use alcohol and pills as coping mechanisms• Psychosocial factors:

• Identification with male gender…socially defined masculine traits• Perfectionism• Experiences of bias, oppression, discrimination, minority,

acculturation stress• Somatization of emotions• Poor social supports and/or conflict with social supports

• Absence of coping strategies• Poor access to resources• Younger age• Sleep difficulties, academic disturbances, skipping classes, decreased

motivation, cognitive problems

• Primary Target Audience: Undergraduate FTIC male students• Secondary Target Audience: Those on academic probation

What’s the Situation at your University?

• What is the Epidemiological/Social Issue?• What is the campaign focus (behavior)?• What is the campaign purpose?• Who is the primary target audience?• Who is the secondary target audience?

3. Set Objectives/GoalsQuestions

Behavioral Objective:What, very specifically, do you want to influence your target audience to do as a result of the campaign or project?

Knowledge Objective:Is there anything you need them to know, in order to act?

Belief Objective:Is there anything you need them to believe in order to act?

Goals:What quantifiable, measurable behavioral goals are you setting? Sub goals:Campaign awareness,Recall/responseChanges in KABChanges in behavioral intent

Target Audience Why or how?

OUR RESEARCH

SUGGESTS

THEORY

SUGGESTS

What are they doing? • Less likely to utilize

health services on

campus

• Using alcohol/drugs

as coping

mechanisms

• Transtheoretical

model

Why are they doing what

they are doing?

• Stigma

• Low mental health

literacy

• Information,

Motivation,

Behavioral Skills

Model

• Gender Role

Development

• Social Learning

Theory

How can we encourage

them to behave

differently or maintain

current/prevent old

behaviour?

• Increase mental

health literacy

• Theory of planned

behavior






Behavioral Objective• Obtain assistance/help for mental health impediments

(depression, anxiety, stress)Knowledge Objective

• Signs and symptoms of depression, anxiety, stress• USF resources• On-line resources

Belief Objective• Mental health problems common• Can improve mental health• Seeking help improves mental wellbeing

Goals • Increased use of Success & Wellness Coaching, Academic

Advocate• Increased use of group counseling, individual counseling, on-

line therapy• Sub-goals: Increased MHL, Increased peer referral to SOS,

decrease mental wellbeing impediments to academic performance

4. Analyze Target Audiences and the Competition

Questions Relative to theDesired Behavioral Objective and

Target Audience

What is the current behavior?

What do they currently know?

What benefits to they perceive?

What costs do they perceive?

What barriers do they perceive?

Questions Relative to the COMPETITION

What is/are the majorcompeting behavior(s)?

What benefits does your audience associate with these behaviors?

What costs does your audience associate with these behaviors?

• Knowledge of MH signs/symptoms

• MH Beliefs• Self-stigma Help

Seeking

• Age• Year• On/off campus• Probation• GPA• Major/Minor• International• Transfer

Normative Beliefs:MH Help-Seeking

Attitudes re: MH Help-Seeking

USF Resources (MH/Academic)

• Behavioral Health• Academic• Interpersonal

43.7

26.65

6.92

10.21

44.86

27.71

7.37

9.77

0

5

10

15

20

25

30

35

40

45

50

MHL MH Knowledge MH Beliefs MH Knowledge of Resouces

Undergraduate Graduate

Mental Health Literacy Sub-constructs among Male USF Students (n=1236)

43.7

8.17

19.31

12.5813.72

11.45

7.466.07

44.86

9.18

19.93

11.64

14.3112.66

8.477.02

0

5

10

15

20

25

30

35

40

45

50

MHL MH Attitudes NormativeBeliefs

Self-stigma help-seeking

Help-seekingimpact on self-

conficence

Intention to seekcare Behavior

Health

Intention to seekcare Academic

Issue

Intentions toseek care

DifficultiesSelf/Others

Undergraduate Graduate

Mental Health Literacy, Attitudes, Stigma, Norms, Help-Seeking Intentionsamong Male USF Students (n=1236)

Help-seeking Behavioral Intentions

Variable Behavioral Health Issues

Academic stressors

Interpersonal stressors

MHL ΒS.E.Β

.006

.007.029.043

.015

.024

Impact on Self-Confidence .086.182

.030

.021.006.004

Self-Stigma -.121*-.090

.055

.053.074**

.076

MH Attitudes .629***.348

.673***.489

.638***.491

Normative Beliefs .096**.082

.008

.008-.030-.035

*p<.05; **p<.01; ***p<.001 (one tailed test)

Help-seeking Behavioral Intentions

Variable Behavioral Health Issues

Academic stressors Interpersonal stressors

MH Knowledge ΒS.E.Β

.098*.072

.045

.044-.037-.038

MH Beliefs -.052-.039

.070*.069

.098**.101

MH Resource Knowledge -.017-.013

-.004-.004

.003

.003

Impact on Self-Confidence .104.056

.021

.015-.016-.012

Self-Stigma -.077-.057

.036

.036.024.025

MH Attitudes .610***.338

.678***.493

.657***.505

Normative Beliefs .075.064*

.070

.069-.008-.009

*p<.05; **p<.01; ***p<.001 (one tailed test)

Interviews• 30 male undergraduate students (segmented by STEM)

• 3 vignettes representing male students with depression, anxiety, and stress• What are they experiencing? (Probe to identify signs from vignette)• What would you do? (Probe to identify competition and

intermediaries)• What if you had a friend with those symptoms what would you tell

them to do?• Usability

• WellTRACK• Silvercloud






Intrapersonal Behavioral Objectives• Recognize signs and symptoms of emotional distress• Ask self if these signs/symptoms affecting activities of daily living• Do something to get assistance for improving emotional distress

Interpersonal Behavioral Objectives• Recognize signs and symptoms of emotional distress in others• Ask if these signs/symptoms affecting activities of daily living• Do something that will assist person in getting assistance

Recognize ASK Do

KnowledgeObjectives

• Know warning signs of emotional distress (ED)

• Know that ED is common

• Know how to self-evaluate warning signs

• Know how to evaluate signs in others

• Know campus resources• Know coping strategies• Know difference between

self and professional help• Know that tx is likely to be

short term• Know that tx is effective

BeliefObjectives

• ED is not a weakness• ED can happen to anyone• You are not alone in

experiencing ED• You are not crazy when

experiencing ED

• They will not be judged• It is ok to experience ED• It is socially acceptable to

evaluate warning signs• You are in control of ED

• Getting help will help• They will not be judged• Emotional feelings will be

validated and understood• Getting help is not a sign of

weakness• Getting help is common

What consumer data can you collect to learn more about your target

audience and competition?

5. Develop Marketing Strategies via Marketing Mix

Product• Core Product: Benefits of desired behavior

• Actual Product: The desired behavior

• Augmented Product: Tangible objects/services• Are there any new tangible objects that will be included in program and campaign

efforts?• Are there any improvements that need to be made to existing tangible objects?• Are there any new services that will be included in program and campaign efforts?• Are there any improvements that need to be made to existing services?

We must offer them the benefit that THEY VALUE

Traditional 4Ps

PRICEThe cost from the consumer point of view or sacrificed exchange

from the promised benefits• Monetary• Intangible: diminished pleasure, embarrassment, loss of time,

psychological hassle• What is/are costs for abandoning current behavior?• What is/are costs for adopting new behavior?

Consumer prefers to pay more for “value added”

Traditional 4Ps

PLACEDistribution of goods and the location of service encounters.

• Action outlets• Where will you encourage and support your target audience to

perform the desired behavior and when?• Where and when will the target market acquire any related tangible

objects?• Where and when will the target market acquire any associated service?• Are there any enhancements that would increase the appeal of the

location?

• Intermediaries: Others that can facilitate the change processMake Access Convenient

Traditional 4Ps

PROMOTIONKey messages that you want your campaign

to communicate to target audiences• What do you want them to know and to believe?• What specific actions to you want your target audience to take

as a result of this campaign?• What benefits will you promise?• What communication style and tone will be used?• What media types and vehicles be used?

Traditional 4Ps

PEOPLE• Individuals on marketing activities• Individuals on customer contact• Recruitment• Culture/image• Training and skills• Incentives

Additional Ps

PROCESS• Customer focus• Unit-led• IT-supported• Design features• Research and development

Additional Ps

PHYSICAL EVIDENCE• Staff contact experience of brand• Product packaging• On-line experience

Additional Ps

5. Develop Marketing Strategies via Marketing Mix

5. Complete an implementation plan



5. Develop a plan for evaluation and monitoring6. Determine budgets and find funding sources

How could Social Marketing help with implementation and evaluation

of one of your programs?

Will you Harness the Power of

Social Marketing to increase behavior change among your students?

Rita DeBate, PhD, MPH, FAED, FAAHBAssociate Vice President Health & Wellness

Professor, College of Public Health

Documents

Harnessing Power Social Marketing - acha.org · Harnessing the Power of Social Marketing to increase behavior change among college students Rita DeBate, PhD, MPH, FAED, FAAHB Associate