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Seminar in Interdisciplinary Health Communication

JOMC/HBHE 825

University of North Carolina at Chapel Hill

Fall 2010

Wednesday 2-5 p.m.

340A Carroll Hal

Jane D. Brown, Ph.D. Office Hours:

James L. Knight Professor 360 Carroll Hall

UNC-CH School of Journalism and Mass Communication

T Th 10-noon and by appointment (recommended)

919-962-4089/ 612-0082 (c) email: jane_brown@unc.edu

Course Objectives: As the core course for the UNC Certificate in Interdisciplinary Health Communication, the main goal is to provide an overview of the emerging interdisciplinary field of health communication. Since a primary goal of all health communication activities is healthier people through communication, much of the course will focus on the nature of persuasive communication – an inquiry into how can communication be used most effectively to persuade individuals to adopt and maintain healthy behavior? We will take an ecological perspective that sees an individual living within interpersonal relationships, in communities, and in social, economic, and political systems that affect the possibility of healthy lives. This course emphasizes application of principles developed in diverse disciplines including medicine, public health, information and library science, psychology, and journalism and mass communication. Students in this course will learn a framework for analyzing the basic components of communication; identify principles of persuasive communication applicable to health communication practice; and study and critique the application of these principles in health communication interventions. Students also consider research methods in basic and applied health communication studies, and review some of the social psychological theories relevant to the communication and persuasion process. A message design project gives students the opportunity to apply the course material to a real-world health issue.

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Readings We will use two books that are available at the UNC Student Stores as our main texts. Other readings will be posted on the course Blackboard site. § 1. Perloff, Richard H. (2010). The dynamics of persuasion: Communication and attitudes in the 21

st Century (4

th Edition). New York: Routledge.

This is the most readable overview of persuasion research findings I’ve seen. We’ll focus on the chapters that summarize some of the key theories and findings that will help craft persuasive messages.

§ 2. (GRV) Glanz, K., Rimer, B.K., & Viswanath, K. [2008]. Health behavior and health education: Theory, research, and practice (4

th Edition). San Francisco, CA: Jossey-Bass.

This is the Bible for theories that guide health education, so many of you from public health

will already have this. We’ll use it as our foundation for discussion of key theories. A condensed version of an earlier edition is available: Rimer, B. & Glanz, K. (2005). Theory at a glance: A guide for health promotion practice (2

nd Ed.). Washington, DC: U.S. Dept. of

Health and Human Services. Online at: http://www.comminit.com/en/node/180930/2946 Two other valuable publications can be found online: Office of Cancer Communications, National Cancer Institute (2002). Making health communication

programs work: A planner’s guide. NIH Pub. No. 02-5145. Affectionately known as the “Pink Book” because it was originally published with a pink cover, this is a description of how to plan and develop a health communication program. It is revised periodically and widely used by practitioners in the field. Now available online at: http://www.cancer.gov/pinkbook

Salem, R.M., Bernstein, J., Sullivan, T.M., & Lande, R. (2008). Communication for better health.

Population Reports, Series J, No. 56. Baltimore: INFO Project, Johns Hopkins Bloomberg School of Public Health. With an international perspective focused on family planning programs, this is a great overview of the process for what is being called Behavioral Change Communication (BCC) as practiced for more than three decades around the world by the Center for Communication Programs at Johns Hopkins. It is an excellent overview and step-by-step guide to developing interventions that include communication. We’ll use some of the models they recommend. Available online at: http://www.populationreports.org/j56. The companion publication, Tools for Behavior Change Communication (INFO Reports Issue No. 16, Jan. 2008) is attached to this syllabus and is available online at: http://info.k4health.org/pr/j56/5.shtml#step4

Other relevant books will be on reserve in the JOMC Park Library, including: Cialdini, R. B. (2007). Influence: The psychology of persuasion. New York: Collins. This is a quick read of six basic psychological principles of effective interpersonal persuasion written by a social psychologist who worked as a salesman in various venues, and then blended what he learned with research findings. His take on persuasion will be

especially relevant as you develop specific message strategies.

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Maibach, E. & Parrott, R.L. (Eds.) (1995). Designing health messages: Approaches from

communication theory and public health practice. Thousand Oaks, CA: Sage. This is a bit dated now, but provides examples of some key concepts and key players (theorists and researchers) in the field and has some excellent chapters on relevant topics.

Three good sources of case studies: Evans, Douglas W., & Hastings, G. (2008). Public health branding: Applying marketing for social

change. New York: Oxford University Press. Commercial advertisers have long known that creating and maintaining a certain image for their product (think Ford vs. BMW) can affect consumption and loyalty. Health communicators have begun to apply similar principles to their efforts. This edited volume includes some interesting theoretical background and some successful (and not so successful) case studies of the use of branding for public health.

Haider, M. (2005). Global public health communication: Challenges, perspectives, and strategies. Boston: Jones and Bartlett Publishers.

Some good examples here of the use of communication for a variety of public health issues in countries around the world. Hornik, R.C. (Ed.) (2002). Public health communication: Evidence for behavior change. Mahwah,

NJ: LEA. A great source of evaluated health communication interventions about a variety of health topics (some U.S., some in other countries).

Course Requirements and Grading Grades will be based on attendance and active participation as well as the following assignments (described in more detail later): Attendance & active class participation

5%

BB class discussion/ Upstream blog 10 blog comments @ .5 pt 10 discussion questions/comments @ 1.5 pts

20% 5 15

Case study presentation (see rubric) 25% Media message design team project Annotated bibliography Draft creative brief (see rubric) Research plan, IRB proposal Case presentation to client (see rubric) Written report (see rubric)

50% 5 10 5 15 15

All students should come to the seminar prepared to discuss the day’s readings. Assignments should be turned in on time. You cannot fully participate if you are not in class. Stay in communication with me and your project team members if life is intervening.

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Comment/ reflection/ discussion We’ve learned that we can’t have all the discussion we’d like to have in our three-hour class, and it is important to reflect on the readings and class discussion. To facilitate such reflection, you will be expected to comment on the IHC blog “Upstream” that is administered by the IHC Certificate Colloquium students, and contribute discussion questions and participate in the discussion on the class BB site. Upstream Blog: You will be expected to comment (at least two sentences) at least once a week for 10 of the 16 weeks of the semester. You will be invited to register on the blog once I have your email addresses. We’ve learned that to keep up with the blog you have to put it in your calendar or make it a daily or at least weekly habit. This is an important form of communication in the 21

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Century, so let’s get in practice. Weekly Reading Discussion Questions and Comments: For at least 10 of the 11 weeks with assigned readings, you should submit at least two discussion questions based on that week's readings and participate in the BB discussion that week. Questions must be emailed to the course TA (Autumn Shafer at shafer@unc.edu) no later than midnight the Sunday before class. Autumn will post a summary of the questions by noon on Monday to our course Blackboard Discussion Board. By the end of the week (Friday 5 p.m.), you should reply on the BB Discussion Board to one of the posted questions based on your understanding of the readings, class presentations, discussion, and/or other experiences. IMPORTANT: Please send your questions in the text of the email (not as an attachment), and put "825 Discussion Questions" as the subject line. Tips: A good discussion question provides a springboard for exploring the issues raised in the articles. For example, are there common themes that run through the readings? Are there differences highlighted by alternative theories or approaches? Other good questions might include critiques of the studies, real-world applications, and links to previous readings or topics. Clarification questions that are not especially germane to the main topic (e.g., critique of the sample size or interpreting statistical analysis) are NOT appropriate discussion questions. Stick to questions that are pertinent to the issue of health communication being discussed that week. Here’s an example of a good discussion question: It seems to be clear that interactivity, multimodality, navigability, usability, customization, and virtual reality are key interface design components that we must consider when developing e-health materials for the Internet. Generally speaking, the more interactive or customized a website is, the more likely a user will have positive attitudes toward using it. However, we must take cultural and age variations into consideration. As found in one of the Kalyanaraman studies, Americans were more likely to have positive attitudes towards highly customized websites as compared to Chinese; while Chinese are more likely to appreciate targeted messages as compared to Americans. Such differences in attitudes may be attributed to cultural differences and societal values. 1. Is high interactivity is always required? What other factors should health communicators consider when modifying the interactivity levels of e-health websites? 2. Even with the most technologically advanced website (interactive, customized, and easy to use), health communicators are still faced with the challenge of attracting users to their sites. How can we increase the reach of e-health websites?

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Case Studies

To ensure that we have concrete examples of the theories and principles we’re discussing, each student will prepare one case study to present briefly (no longer than 10 minutes) to the class. The case should be based on a completed or on-going health communication intervention. The cases will be assigned early in the semester to be presented as the topic comes up. Some case studies have already been suggested, but if you have a more recent or more relevant one in mind, ask if that will be appropriate. Students will present cases in class as appropriate in the discussion. Please prepare a two-page (maximum) (12pt. font, single spaced, one-inch margins all around) summary of the case that includes (see attached example): 1. Complete citation (if the intervention has generated publications) and/or website 2. Statement of health problem that intervention was designed to address 3. Theories (implied or explicit) guiding development 4. Description of basic design, including target audience, primary channels, key messages 5. Outcomes 6. Lessons learned, critique and questions for discussion The summary should be sent to the course TA (Autumn Shafer at shafer@unc.edu) no later than midnight the Sunday of the week the case will be presented and she will post it on our BB site. All students should read the summary before class. The presenter will introduce the case (5 min. max) and lead a critical discussion (5 min.), focusing on the key concepts being addressed in that day’s class that are illustrated in the case. Focus should be on the messages and concepts, not the evaluation (except the day we’re talking about evaluations). Please bring examples of messages that were included in the interventions if possible. We will have access to the Web as well, if the campaign or intervention materials are available there. Also bring a print copy of the case statement and ppt slides so I can make comments as you go.

Media Message Design Team Projects

Purpose The setup for this project is that we are going to "fast forward" to the time when you have graduated from UNC, are at work in a new position, and receive a request to work with a team of co-workers to develop a health message and media plan. Our aim is to simulate the type of situation that would likely be faced by persons having some health communication training but not a lot of direct experience in message development. The purpose of the message design project is to give you the opportunity to apply some of the concepts covered in the course to the process of developing health communication messages. Although we lack the resources to fully develop and evaluate health messages, the project should nevertheless provide you with the chance to learn about the process.

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Process Each student will be assigned to a project group. Students in each group will agree upon times for weekly project meetings. Ample time (most of the semester) is available to work on this project. Project groups will meet to apply the information covered in class to design health messages that meet the needs of the client. Since we will be simulating a practice situation, it will be left to each group to decide exactly how to work on this assignment. Groups should meet as often as necessary to get the job done. Soon after the groups are formed, each group will produce an annotated bibliography of existing research about the health topic and population and any previous intervention efforts. A preliminary creative brief will also be due on Sept. 15 based on preliminary understanding of the issue and audience. About midway in the semester, we will invite the clients back to hear preliminary ideas about audiences and possible messages. The IRB application, if applicable, should be submitted by early October. Everyone in class will have to have completed the University’s research ethics training (https://www.citiprogram.org/). Formative research and preliminary message testing should be completed by mid November. On the last two days of class (Dec. 1 & 8), each group will give 20-25 min. presentations on the messages they designed. Each member of the group must present. Following the presentations, classmates, the instructor, and the client will comment on the messages and dissemination plan. (See evaluation rubrics for the written report and client presentation.) Here’s one of the posters from a group project two years ago that subsequently was used in a campaign in 10 counties in Southern NC. The formative research for the campaign has been accepted for publication in the Journal of Health Communication (our RA, Autumn Shafer, first author ).

The three “clients” for this year are:

1. Concurrent partners & HIV prevention (contacts: Dr. Ada Adimora and Selana Youmans, Division of Infectious Diseases, School of Medicine)

2. Breastfeeding

(contacts: Miriam Labbok and Emily Taylor, Maternal and Child Health, School of Public Health) 3. Physical activity & nutrition (contact: Sheree Thaxton Vodicka, NC Division of Public Health)

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Semester Schedule Overview

Date

Topics

Assignments Due

Wk 1: 8.25

Introductions

Choose cases, project

teams; meet clients Wk 2: 9.1

Overview of process of using communication for health; Creative briefs (3:30 p.m.: Guest: Stephanie Brown, JOMC librarian)

Meet teams

Wk 3: 9.8

Theories that guide health communication interventions: TPB; HBM; Stages of Change

Wk 4: 9.15

Audience analysis: Segmentation/ targeting, tailoring, cultural issues (3 p.m.: Guest: Linda Ko, Nutrition)

Group project annotated

bibliography/ creative brief

Wk 5: 9.22

Conducting formative research, focus groups, key informant interviews; IRB (2:15-3:30 p.m.: Guests: Joan Cates, Autumn Shafer, JOMC)

Check-in with clients

Wk 6: 9.29

Message elements Loss vs. gain framing; risk communication (3 p.m.: Guest: Noel Brewer, HBHE)

Draft IRB application

Wk 7: 10.6

Message elements (cont.): Structure, affect/ emotional appeals, the emotional truth; Narratives, entertainment-education (3-4 p.m.: Guest: Dana MacMahan, JOMC)

File IRB application

Wk 8: 10.13

Channels: Interactive media (e-health) (Guests: Sri Kalyanaraman, JOMC, Deb Tate, Nutrition/HBHE)

Wk 9: 10.20

No class: Fall Break begins at 5 p.m.

Wk 10: 10.27

Social marketing; Mass communication campaigns (3-4:15 p.m.: Guest: Heidi Hennink-Kaminski, JOMC)

Wk 11: 11.3

Changing health policy, media advocacy (3-4:30 p.m.: Guest: Kurt Ribisl, HBHE)

Wk 12: 11.10

Evaluating health communication

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Wk 13: 11.17

International health communication (2:30-3:30 p.m.: Guest: Bruce Curran, JOMC) Ethics of health communication (?) (Guest: Lois Boynton, JOMC)

Wk 14: 11.24

Thanksgiving: No class

Wk 15: 12.1

Health communication project presentations

Present projects

Wk 16: 12.8

Health communication project presentations

Present projects

Attendance, Participation, Academic Integrity

Participation: The seminar format of this course requires full attendance and active participation by all students. The assigned readings should be read by the scheduled date. All students are expected to be able to participate in the discussion of each reading. Do stay in communication with me and the other students on your project team. It is not possible to help you if we don’t know that there is a problem or obstacle. Please let me and your teammates know as soon as possible if there is an emergency or if you have a prior academic commitment that will keep you from attending a class session. Special Needs or Concerns: If you have questions or needs related to a disability or any other area of concern, please come see me in person to discuss any accommodations that may be of help.

Academic Integrity: All UNC-CH students are expected to adhere to the University’s Honor Code, which includes the following re: Academic Dishonesty:

It shall be the responsibility of every student enrolled at the University of North Carolina to support the principles of academic integrity and to refrain from all forms of academic dishonesty, including but not limited to, the following: 1. Plagiarism in the form of deliberate or reckless representation of another’s words, thoughts, or ideas as one’s own without attribution in connection with submission of academic work, whether graded or otherwise. 2. Falsification, fabrication, or misrepresentation of data, other information, or citations in connection with an academic assignment, whether graded or otherwise. 3. Unauthorized assistance or unauthorized collaboration in connection with academic work, whether graded or otherwise.

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(For the full text of the Honor Code see http://instrument.unc.edu/instrument.text.html)

JOMC 825/ HBHE 825 Fall 2010

Seminar Readings

Week 1 8.25.10

Introductions: class, students, clients-cases

Week 2 9.1.10

Overview of the process of using communication

for health; creative briefs

Meet project teams

Hornik, R. (2002). Introduction (to) public health communication: Making sense of contradictory evidence. In R. Hornik (Ed.) Public health communication: Evidence for behavior change, pp. 1-19, Mahwah, NJ: Lawrence Erlbaum.

Making Health Communication Programs Work (The Pink Book). www.cancer.gov/pinkbook. (focus on Stages 1 & 2, creative brief)

Salem, R.M., Bernstein, J., Sullivan, T.M., & Lande, R. (2008). Communication for better health. Population Reports, Series J, No. 56. Baltimore: INFO Project, Johns Hopkins Bloomberg School of Public Health (esp. Steps 1-3 and creative brief) http://www.populationreports.org/j56

§ Tools INFO Reports (p. 2-5): “Behavior Change Communication program cycle.” Week 3 9.8.10

Behavior change theories that guide health

communication interventions: HBM; TPB/ Integrated; Transtheoretical/ Stages of Change

Population Reports: “Theories inform behavior change communication.” http://info.k4health.org/pr/j56/4.shtml

§ “Attitudes: Functions and consequences,” Chpt. 3 (pp. 80-106) in Persuasion.

§ Champion, V.L. & Skinner, C.S. (2008). “The Health Belief Model,” Chpt. 3 (pp. 41-62) in GRV.

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§ Montano, D.E., & Kasprzyk, D. (2008). “Theory of Reasoned Action, Theory of Planned Behavior, and the Integrated Behavioral Model,” Chpt. 4 (pp. 67-92) in GRV.

§ Prochaska, J.O., Redding, C.A., & Evers, K.E. (2008). “The Transtheoretical model and Stages of Change, Chpt. 5 (pp. 97-117) in GRV.

CASE: __Claudia D Oliveira___ (Health Belief Model application) CASE: __Abby Lowe______ (Theory of Planned Behavior or Integrated Model application) CASE: ___Ashley Leighton_____ (Stages of Change application) Recommended: Rimer, B. & Glanz, K. (2005). Theory at a glance: A guide for health promotion practice (2

nd Ed.).

Washington, DC: U.S. Dept. of Health and Human Services. (a short-hand version of the second edition of the big book we’re using as a text, includes some nice graphics summarizing the key theories): http://www.comminit.com/en/node/180930/2946

Cappella, J. N. (2006). Integrating message effects and behavior change theories: Organizing

comments and unanswered questions. Journal of Communication, 56S, 265-279. Fishbein, M. & Cappella, J.N. (2006). The role of theory in developing effective health

communications. Journal of Communication. 56S, 1-17. Pasick, R. J., & Burke, N.J. (2008). A critical review of theory in breast cancer screening promotion

across cultures. Annual Review of Public Health, 29: 351-68. Slater, M.D. (1999). Integrating application of media effects, persuasion, and behavior change

theories to communication campaigns: A stages-of-change framework. Health Communication, 11(4), 335-354.

Week 4 9.15.10

Audience analysis: Segmentation/ targeting, tailoring, cultural issues (Guest: Linda Ko, Nutrition)

Creative brief/

Annotated bibliography

§ Personality and persuasion. In Perloff, Persuasion, Chpt. 8, pp. 224-235. TEXT

Slater, M. (1995). Choosing audience segmentation strategies and methods for health communication. In E. Maibach & R.L. Parrott (Eds.), Designing Health Messages (pp. 186-198) Newbury Park: Sage.

Campbell, M.K. & Quintiliani, L.M. (2006). Tailored interventions in public health: Where does tailoring fit in interventions to reduce health disparities? American Behavioral Scientist, 49, 775-793.

Lewis, M.A. & McCormack, L.A. (2008). The intersection between tailored health communication and branding for health promotion. In Evans, D. W., & Hastings, G. Public

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health branding: Applying marketing for social change (pp. 251-269). New York: Oxford University Press.

CASE: __Brittany O’Malley___ (Culturally grounded branding): Hecht, M.L. & Lee, J.K. (2008).

Branding through cultural grounding: The Keepin’ it REAL curriculum. In Evans, D. W., & Hastings, G. Public health branding: Applying marketing for social change (pp. 161-179). New York: Oxford University Press.

CASE: __Katie Reilly____ (Tailoring): e.g., Tate, D.F., Jackvony, E.H., & Wing, R.R. (2006). A

randomized trial comparing human e-mail counseling, computer-automated tailored counseling, and no counseling in an Internet weight loss program. Archives of Internal Medicine, 166, 1620-1625.

Recommended: Austin, E.W. (1995). Reaching young audiences: Developmental considerations in designing health

messages (pp. 114-144). In E. Maibach & R.L. Parrott (eds.), Designing Health Messages. Newbury Park: Sage.

Kreuter, M., Farrell, D. W., & Olevitch, L.R. (2000). Tailoring health messages: Customizing

communication with computer technology. Psychology Press. Lustria, M. L. A., Cortese, J., Noar, S. M., & Glueckauf, R. (2009). Computer-tailored health

interventions delivered over the web: Review and analysis of key components. Patient Education & Counseling, 74(2), 156-173.

Rimal, R.N., & Adkins, A.D. (2003). Using computers to narrowcast health messages: The role of

audience segmentation, targeting, and tailoring in health promotion. In T. Thompson, A. Dorsey, R. Parrot & K. Miller (Eds.), Handbook of health communication (pp.497-513). NY: Routledge.

Rimer, B. K. & Kreuter, M. (2006). Advancing tailored health communication: A persuasion and

message effects perspective. Journal of Communication, 56S, 184-201. ***Rudd, R., Comings, J., Hyde, J. (2003). Leave no one behind: Improving health and risk

communication through attention to literacy. Journal of Health Communication, 8, 104-15. Viswanath, K. & Emmons, K.M. (2006). Message effects and social determinants of health: Its

application to cancer disparities. Journal of Communication. 56S, 238-264. Week 5 9.22.10

Conducting formative research; IRB (Guests: Joan Cates, Autumn Shafer, JOMC) Group project feedback from clients

Complete on-line human subjects training (www.citiprogram.org)

Pink Book, Stage 2: Developing and pretesting: http://www.cancer.gov/cancertopics/cancerlibrary/pinkbook/page6

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Appendix A: Communication planning forms and sample for Stage 2: Developing and pretesting concepts, messages and materials: http://www.cancer.gov/cancertopics/cancerlibrary/pinkbook/page10

CASE: ___Andrea Des Marais_____ (qualitative formative research): Horner, J.R., Romer, D., Vanable, P.A., Salazar, L.F., Carey, M.P., Juzang, I., Fortune, T., DiClemente, R., & Farber, N. (2008). Using culture-centered qualitative formative research to design broadcast messages for HIV prevention for African American adolescents. Journal of Health Communication, 13, 309-325. CASE: __Kim Hayes________ (experimental formative research): Whittingham, J., Ruiter, R.A.C., Zimbile, F., & Kok, G. (2008). Experimental pretesting of public health campaigns: A case study. Journal of Health Communication, 13, 216-229. Recommended: Krueger, R. A., & Casey, M.A. (2000). Focus Groups: A Practical Guide for Applied Research.

Thousand Oaks, CA: Sage Publications.

Week 6 9.29.10

Message elements The ELM, source credibility; risk communication and gist; gain-loss framing (Guest: Noel Brewer, HBHE)

Draft IRB proposal

§ Processing persuasive communications. In Perloff, Persuasion, Chpt. 5, pp. 125-154. TEXT

§ “Who Says It”: Source factors in persuasion. In Perloff, Persuasion, Chpt. 6, pp. 155-183. TEXT

Reyna, V.F. (2004). How people make decisions that involve risk: A dual-processes approach. Current Directions in Psychological Science. 13(2), 60-66.

Rothman, A.J., Bartels, R.D., Wlaschin, J., & Salovey, P. (2006). The strategic use of gain- and loss-framed messages to promote healthy behavior: How theory can inform practice. Journal of Communication. 56S, 202-220.

CASE: _Anne Johnson__ ____(source credibility) e.g., Cram, P., et al. (2003). The impact of a

celebrity promotional campaign on the use of colon cancer screening: The Katie Couric effect. Archives of Internal Medicine. 163, 1601-1605.

CASE: __Amy Henes________ (risk communication): Brewer, N. T., & Hallman, W. K. (2006).

Subjective and objective risk as predictors of influenza vaccination during the vaccine shortage of 2004-2005. Clinical Infectious Diseases, 43, 1379-1386.

Recommended:

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Brinol, P. & Petty, R.E. (2006). Fundamental processes leading to attitude change: Implications for cancer prevention communications. Journal of Communication, 56S, 81-104. (especially to page 89 re: ELM).

Cialdini, R. B. (2007). Influence: The psychology of persuasion. New York: Collins. (a shorter

version: Cialdini, R.B. (2004). The science of persuasion: Social psychology has determined the basic principles that govern getting to “yes.” Scientific American Mind, 14(1), 70-77.

Kruglanski, A.W., Chen, X., Pierro, A., Mannetti, L., Erb, H-P., & Spiegel, S. (2006). Persuasion

according to the Unimodel: Implications for cancer communication. Journal of Communication, 56, S105-122.

Lang, A., Schwartz, N., Lee, S., & Angelini, J. (2007). Processing radio PSAs: Production pacing,

arousing content, and age. Journal of Health Communication, 12, 581-599. O’Keefe, D. J., & Jensen, J.D. (2007). The relative persuasiveness of gain-framed and loss-framed

messages for encouraging disease prevention behaviors: A meta-analytic review. Journal of Health Communication. 12, 623-644.

Peters, E., Lipkus, I., & Diefenbach, M.A. (2006). The functions of affect in health communications

and in the construction of health preferences. Journal of Communication, 56, S140-162.

Week 7 10.6.10

Message elements (cont.):

Structure, affect/ emotional appeals, the emotional truth; Narratives, entertainment-education, SCT (Guest: Dana MacMahan, JOMC)

§ Message factors. In Perloff, Persuasion, Chpt. 7, pp. 184-223. TEXT

§ The psychology of low involvement. In Perloff, Persuasion, Chpt. 11 (part), pp. 296-315. TEXT

Green, M.C. (2006). Narratives and cancer communication. Journal of Communication. 56, 163-183.

§ McAlister, A.L., Perry, C.L., & Parcel, G.S. (2008). “How individuals, environments, and health behaviors interact: Social cognitive theory,” Chpt. 3 (pp. 169-188) in GRV.

CASE: __Kathleen Krieger______ (Fear Appeals) CASE: __Oliva Taylor_________ (Entertainment-education), e.g., Valente, T.W., Murphy, S.,

Huang, G., Gusek, J., Greene, J., & Beck, V. (2007). Evaluating a minor storyline on ER about teen obesity, hypertension, and 5 A Day. Journal of Health Communication, 12, 551-566.

Recommended: Appel, M., & Richter, T. (2007). Persuasive effects of fictional narratives increase over time. Media

Psychology, 10, 113-134.

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Barker, K. (2005). Sex, soap, and social change: The Sabido methodology. In M. Haider (Ed.) Global public health communication: Challenges, perspectives, and strategies (pp. 113-153). Sudbury, MA: Jones and Bartlett Publishers.

Green, M. C., & Brock, T.C. (2000). The role of transportation in the persuasiveness of public

narratives. Journal of Personality and Social Psychology. 79(5), 701-721. Mazzocco, P.J. (2007). The effects of a prior story-bank on the processing of a related narrative.

Media Psychology, 10, 64-90. ***Murray-Johnson, L., & Witte, K. (2003). Looking toward the future: Health message design

strategies. In T. Thompson, A. Dorsey, R. Parrot & K. Miller (Eds.), Handbook of Health Communication (pp. 473-495). NY: Routledge.

Niederdeppe, J., Davis, K.C., Farrelly, M.C., & Yarsevich, J. (2007). Stylistic features, need for

sensation, and confirmed recall of national smoking prevention advertisements. Journal of Communication. 57, 272-292.

Petraglia, J. (2007). Narrative intervention in behavior and public health. Journal of Health

Communication, 12, 493-505. Harrington, N.G., Lane, D.R., Donohew, L., & Zimmerman, R.S. (2006). An extension of the

Activation Model of Information Exposure: The addition of a cognitive variable to a model of attention. Media Psychology, 8, 139-164.

Singhal, A. & Rogers, E.M. (1999). Entertainment-education: A communication strategy for social

change. Mahway, NJ: LEA. Slater, M.D. (2002). Entertainment education and the persuasive impact of narratives. In Green,

M.C., Strange, J. J., & Brock, T.C. (Eds.) Narrative impact: Social and cognitive foundations, (pp. 157-181). Mahwah, N.J.: Lawrence Erlbaum.

Witte, K. & Allen, M. (2000). A meta-analysis of fear appeals: Implications for effective public health

campaigns. Health Education & Behavior, 27(5), 591-615. Witte, K., Meyer, G., & Martell, D. (2001). Effective health risk messages: A step-by-step guide.

Thousand Oaks, CA: Sage.

Week 8 10.13.10

Channels: Traditional and interactive media (e-health) (Guests: Sri Kalyanaraman, JOMC; Deb Tate, Nutrition)

§ Population Reports, (p. 16-17): “Table 1: Many choices for behavior change communication programs.

§ Population Reports (p. 19): “Technology shapes behavior change communication.”

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(pp. 461-465) in Salmon, C.T., & Atkin, C. (2003). Using media campaigns for health promotion. In T. Thompson, A. Dorsey, R. Parrot & K. Miller (Eds.), Handbook of Health Communication (pp. 449-472). NY: Routledge. (focus on section re: choosing channels)

Kalyanaraman, S. (articles forthcoming) CASE: __Eric Geers_____ (e-health intervention): e.g., Ito, K. E., Kalyanaraman, S., Ford, C.A.,

Brown, J.D., Miller, W.C. (2008). “Let’s talk about sex:” Pilot study of an interactive CD-ROM to prevent HIV/STIs in female adolescents. AIDS Education and Prevention, 20(1), 78-89.

CASE: __Jessica Willoughby___ (e-health intervention): e.g., Levine, D., McCright, J., Dobkin, L.,

Woodruff, A.J., & Klausner, J.D. (2008). SEXINFO: A sexual health text messaging service for San Francisco youth. American Journal of Public Health, 98(3): 1-3.

Recommended: Check out on-line sites re: how to use social media for marketing: http://www.web-

strategist.com/blog/2008/07/15/50-ways-to-use-social-media-listed-by-objective/ Abroms, L.C., & LeFebvre, R.C. (2009). Obama’s wired campaign: Lessons for public health

communication. Journal of Health Communication, 14, 415-423. Kalyanaraman, S., & Sundar, S.S. (2008). Portrait of the portal as a metaphor: Explicating web

portals for communication research. J&MC Quarterly, 85(2), 239-256. Week 9 10.20.10

No class: Fall Break begins at 5 p.m.

Wk 10: 10.27.10

Social marketing & Mass communication campaigns (Guest: Heidi Hennink-Kaminski, JOMC)

§ Communication campaigns. In Perloff, Persuasion, Chpt. 12, pp. 323-359. TEXT

§ Story, J.D., Saffitz, G.B., & Rimon, J.G. (2008). Social marketing. Chpt. 19 in GRV. CASE: __Morgan Jones_____ (Social marketing): e.g., Lombardo, A.P. & Leger, Y.A. (2007).

Thinking about “Think Again” in Canada: Assessing a social marketing HIV/AIDS prevention campaign. Journal of Health Communication, 12, 377-397.

CASE: __Carrie Gann_______ (Branded mass communication campaign): Huhman, M., Price, S.M.,

& Potter, L.D. (2008). Branding play for children: VERB It’s what you do. In Evans, D. W., & Hastings, G. Public health branding: Applying marketing for social change (pp. 109-125). New York: Oxford University Press.

Recommended:

16

Andreasan, A. (2005). Social marketing in the 21st Century. (Chapters 1 & 5). Thousand Oaks, CA:

Sage. Slater, M.D. (2006). Specification and misspecification of theoretical foundations and logic models

for health communication campaigns. Health Communication, 20(2), 149-157. Snyder, L.B. (2006). Meta-analyses of mediated health campaigns (pp. 327-335) in R.W. Preiss, M.

Allen (Eds.), Mass media effects research: Advances through meta-analysis. Hillsdale, NJ: Lawrence Erlbaum Associates.

Week 11 11.3.10

Changing health policy/ media advocacy (Guest: Kurt Ribisl, HBHE)

§ Sallis, J.F., Owen, N., & Fisher, E.B. (2008). “Ecological models of health behavior.” Chpt. 20 (pp. 465-485) in GRV.

Ribisl, K.M., Kim, A.E., et al. (2007). Sales and marketing of cigarettes on the Internet: Emerging threats to tobacco control and promising policy solutions. In Institute of Medicine, Reducing tobacco use: Strategies, barriers, and consequences, Appendix M (pp. 221-247). Washington DC: National Academy Press.

Dorfman, L., Wallack, L., & Woodruff, K. (2005). More than a message: Framing public health advocacy to change corporate practices, Health Education & Behavior, 32(3), 320-336.

§ Tools INFO Reports, p. 6: “Checklist: Working with the News Media.” CASE: ___Amy Meador______ Farrelly, M.C. & Davis, K. C. (2008). Case studies of youth tobacco

prevention campaigns from the USA: truth and half-truths. In Evans, D. W., & Hastings, G. Public health branding: Applying marketing for social change (pp. 127-146). New York: Oxford University Press.

CASE: ___Rachel Dooley_____ (Health issue agenda setting): e.g., Dearing, J.W., & Kim, D.K.

(2007). The agenda-setting process and HIV/AIDS. Communication Perspectives on HIV/AIDS for the 21st Century. London: Routledge.

CASE: ______________ (News framing of a health issue) Recommended: McGrath, J. (1995). The gatekeeping process: The right combinations to unlock the gates. In E.

Maibach & R.L. Parrott (eds.), Designing Health Messages. Newbury Park: Sage, 199-216. Scheufele, D.A. & Tewksbury, D. (2007). Framing, agenda setting, and priming: The evolution of

three media effects models. Journal of Communication, 57, 9-20. Springston, J.K. (2003). Health as profit: Public relations in health communication. In T. Thompson,

A. Dorsey, R. Parrot & K. Miller (Eds.), Handbook of health communication (pp. 537-556). NY: Routledge.

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Week 12 11.10.10

Evaluating health communication

§ Glasgow, R.E. & Linnan, L.A. (2008). “Evaluation of theory-based interventions.” Chpt. 21 (pp. 487-508) in GRV.

Population Reports (p. 21): “Examples of evaluation designs.” http://info.k4health.org/pr/j56/4.shtml

§ Tools INFO Reports (p. 7): “Types of evaluation: Purpose, questions answered, and sample indicators.”

CASE: ___Terrance McGill______ (good evaluation of a campaign): e.g., Berkowitz, J.M., Huhman, M., Heitzler, C.D., Potter, L., & Nolin, M.J. (2008). Overview of formative, process, and outcome evaluation methods used in the VERB campaign. American Journal of Preventive Medicine, 34 (6S), S210-S221. CASE: _______________ (good evaluation of a campaign or health comm. intervention) Recommended: Hornik, R.C. (2002). Epilogue: Evaluation design for public health communication programs (pp.

385-405) in R.C. Hornik (Ed.) Public health communication: Evidence for behavior change. Mahwah, NJ: Erlbaum.

Noar, S.M. (2009). Challenges in evaluating health communication campaigns: Defining the issues.

Communication Methods and Measures (Special Issue), 3(1-2), 1-11. Noar, S.M. & Palmgreen, P. (2009). Evaluating health communication campaigns: Key issues and

alternative approaches. Communication Methods and Measures (Special Issue), 3(1-2). (Issue includes some excellent articles on health comm. evaluation).

Shadish, W.R., Cook, T., & Campbell, T.D. (2002). Experimental and quasi-experimental design for

generalized causal inference. Boston: Houghton-Mifflin.

Week 13 11.17.10

International Health Communication (Guest: Bruce Curran, JOMC) Ethics of health communication (?) (Guest: Lois Boynton, JOMC)

Gurman, T.A., & Underwood, C. (2008). Using media to address adolescent health: Lessons learned from abroad. In J.D. Brown (Ed.). Managing the media monster: The influence of media (from television to text messages) on teen sexual behavior and attitudes (pp. 40-83). Washington, D.C.: National Campaign to Prevent Teen and Unplanned Pregnancy.

18

Cho, H. & Salmon, C.T. (2007). Unintended effects of health communication campaigns. Journal of Communication. 57, 293-317.

Recommended: Haider, M. (2005). Global public health communication: Challenges, perspectives, and strategies.

Boston: Jones and Bartlett Publishers. CASE: __Hadley Gustafson_______ (good example of effective health communication in an

international context) e.g., Geary, C.W., Burke, H.M., Castelnau, L., et al.(2007). MTV’s “Staying Alive”

global campaign promoted interpersonal communication about HIV and positive beliefs about HIV prevention. AIDS Education & Prevention, 19(1): 51-67.

CASE: ___Diane Freeman______ (example of unintended negative effects of health

communication) e.g., Jacobsohn, E. & Hornik, R.C. (2008). High brand recognition in the context of an unsuccessful communication campaign: the National Youth Anti-Drug Media Campaign. In Evans, D. W., & Hastings, G. Public health branding: Applying marketing for social change (pp. 147-160). New York: Oxford University Press.

Week 14 11.24.10

No class: Thanksgiving

Week 15 12.1.10

Project presentations

Present projects

Week 16 12.8.10

Project presentations

Present projects; class evaluation

§ reading from TEXTS *** especially relevant recommended readings

19

IHC 825/ Fall 2010

(Draft) Creative Brief and Annotated Bibliography

Group: _______________________, ____________________, ___________________

Criteria Exceeded

Expectations

Well done Not quite what was

needed

Substance: Health problem

Intended audience

Objectives

Obstacles

Key Benefits

Channels

Key message points

Theory effectively integrated

Annotated bibliography

Style: Well-written/ organized

Few typos/ style errors

Appropriate citations

20

JOMC/HBHE 825, Fall 2010 Interdisciplinary Health Communication Name: _____________________________________

Case presentation

Criteria Exceeded

Expectations

Well done Not quite what was

needed

Written

summary

Complete citation

Clear statement of health problem

Clear description of basic design (audience, messages, channels)

Theories identified

Outcomes discussed, critically

Clearly written, in page limits

Presentation Clear, critical presentation of case, lessons learned

Effectively generated discussion

Effective use of time

Comments:

21

IHC 825, Fall 2010

Health Communication Project Evaluation

Group: _______________________, ____________________, ___________________

Final Presentation to Client Criteria Exceeded

Expectations

Well done Not quite what was

needed Appropriate content

Most important messages clear, compelling

Supporting messages clear, compelling

Clear rationale for message sources, spokespeople/ design

Dissemination strategy appropriate/clear

Evaluation strategy appropriate/ clear

Limitations of campaign discussed

Creativity/ innovation employed

Effective slides

Good body language, eye contact, energy

Pace, timing good

Comments:

22

IHC 825, Fall 2010

Health Communication Project Evaluation

Group: _______________________, ____________________, ___________________

Written Report

Criteria Exceeded

Expectations

Well done Not quite what was

needed

Substance: Executive summary clear, precise

Health problem, goals/ objectives clear

Potential barriers recognized

Formative research/ message testing, described & findings summarized

Clear rationale for primary and secondary target audiences

Clear rationale for channels/ message dissemination strategy

Most important message clear, compelling

Supporting messages clear, compelling

Clear rationale for message sources, spokespeople/ design

Theory effectively integrated

Creativity/ innovation employed

Reasonable evaluation strategy described

Limitations discussed

Estimated budget presented

Style: Well-written/ organized

Few typos/ style errors

Complete bibliography