course material

1. HSC 421 CSULB Health Behavior & Anti Alcohol Media Campaign
Worksheet
HSC 421: Health Behavior Worksheet 9: Communication Theory Instructions: Go online and
search for one media campaign (15 – 30 second media clip) that is related to the topic of
your research paper then respond to the questions below: 1. Provide the URL to the media
campaign. 2. Discuss the media campaign by explaining why you chose this media campaign
and how it utilizes health behavior theory. Be specific with describing at least one construct
associated with a health behavior theory that we have learned in this health behavior class.
Main Topics Communication Theory and Health Behavior Change Outline ๏ Provide an
overview of how mass media influence individual and population health through routine
and planned use. ๏ Review major theories and hypotheses that may explain the effect of
media on public health. ๏ Describe examples of media effects on health. ๏ Present an
application of media to promote public health. ๏ Introduction to Communication and Health
Communication ๏ Health Communication and Theory-Based Strategies ๏ New Frames of
Childhood Nutrition and Obesity ๏ Health Literacy, Communication Plans, and Media
Advocacy Communication Defined “Who says what in which channel to whom and with
what effects” – Communications theorist Harold Lasswell – Communication ๏
Communication is an essential function of any organism. ๏ Cells communicate. Genes
communicate. Birds communicate. As do dogs and cats. ๏ Human communication is about
producing and exchanging information and meaning using language, signs, and symbols. ๏
Takes place at various levels and settings. ๏ Students: Provide examples Communication
Organization of Communication Studies ๏Individual Level ๏ how a person processes info
about health and converts it to action. ๏ Interpersonal Level ๏ how two people interact and
influence one another regarding some health behavior outcome ๏ Group or organizational
Level ๏ how communication among many people influence health behavior change. ๏
Community, Society, Cultural ๏ how communication contributes to health behavior change
within the constraints of social structure. Simplified Diagram of Communication Process ISE
NO ๏ Communication is a process of transmitting, receiving, and processing information. ๏
Key Dimensions of Communication ๏ the sender ๏ the message ๏ the channel ๏ the receiver
๏ the effect RECEIVER SENDER Encodes Information (packages message) Message Channel
– message being transmitted Receives and decodes information to derive meaning Health
Communication (HC) Attributes of Effective Health Communication Accuracy The content is
valid and without errors of fact, interpretation, or judgment. Availability The content is

2. delivered or placed where the audience can access it. ๏ As a key HP practice, HC is a core
subject for PH professionals and increasingly a sub-specialization. ๏ Attracts the attention
of many in health education because of its perceived power and influence in shaping human
affairs. ๏ Offers a variety of strategies and tools for reaching specific Balance populations
with the aim of influencing attitudes that will ultimately lead to behavior change.
Consistency Where appropriate, the content presents the benefits and risks of potential
actions. The content remains consistent over time and is also consistent with information
from other sources. USDHHS, 2000. HP 2010: Understanding and Improving Health (2nd
ed.). Washington, DC, U.S. Government Printing Office. Attributes of Effective Health
Communication Cultural Competence The design, implementation, and evaluation process
accounts for special issues for select population groups, educational levels, and disability.
Attributes of Effective Health Communication Repetition The delivery of/access to the
content is continued or repeated over time, both to reinforce the impact with the TA and to
reach new generations. Timeliness The content is presented or available when the audience
is most receptive to, or in need of, the specific information. Understand ability The reading
or language level and format (including multimedia) are appropriate for the specific
audience. Relevant scientific evidence has undergone comprehensive review and rigorous
Evidence Base analysis to formulate practice guidelines, performance measures, and review
criteria. Reach Reliability The content gets to or is available to the largest possible number
of people in the target population. The source of the content is credible and the content
itself is kept up to date. USDHHS, 2000. HP 2010: Understanding and Improving Health (2nd
ed.). Washington, DC, U.S. Government Printing Office. USDHHS, 2000. HP 2010:
Understanding and Improving Health (2nd ed.). Washington, DC, U.S. Government Printing
Office. Health Communication ๏ Should use theory to inform its ideas, messages, and
materials. ๏ Should use research to determine the proper channels to deliver the various
health communication products, so that the TA is reached. ๏ Must be creative so that the TA
will pay attention and ultimately use the information in the way it was intended. Health
Communication And HP 2010/2020 Objectives ๏ Supporting shared decision-making ๏
Enabling quick and informed action to health ๏ Providing personalized self-management ๏
Increasing health literacy skills. ๏ Providing new opportunities to connect with between
patients and providers. tools and resources. ๏ Building social support networks. ๏
Delivering accurate, accessible, and actionable health information that is targeted or
tailored. ๏ Facilitating the meaningful use of health IT and exchange of health information
among health care and public health professionals. The two words “information” and
“communication” are often used interchangeably, but they signify quite different things.
Information is giving out; communication is getting through. – Sydney J. Harris – risks and
public health emergencies. culturally diverse and hard-to-reach populations. ๏ Providing
sound principles in the design of programs and interventions that result in healthier
behaviors. ๏ Increasing Internet and mobile access. Health Communication and Theory-
Based Strategies Health Communication and Theory-Based Strategies Expectancy-Value
Theories ๏ People’s behavioral choices are driven by the beliefs or expectancies ๏ Some
theories that are often used in HB/HE offer explanations for media effects at the
INDIVIDUAL level. ๏ Expectancy-Value Theories ๏ Information Processing Theories they

3. have about outcomes of their choices and the value they place on those outcomes. ๏ The
HBM, TRA, and TPB propose pathways of behavior change through changes in attitudes and
beliefs. ๏ Media communications may be targeted to either: ๏ change these attitudes and
beliefs ๏ or to reinforce them Health Communication and Expectancy-Value Theories HBM
Communication messages may seek to increase perceived risk, susceptibility, and severity
to influence an individual’s behavior. TRA Communication messages (positive or negative)
are used to influence attitudes and beliefs toward an object or action, which influences
intentions to behave in a certain way. TPB Similar to TRA, but unique to TPB is the influence
communication messages may have on an individual’s perception of their ability to
successfully engage in an intended behavior. CDC’s “I Never Get the Flu” Podcast ๏ Identify
the behavioral theory/theories that was/ were used. ๏ What were two vital points of the
PSA? ๏ Identify a hook – – what was used to grab the listener or viewer’s attention? Source:
https://www.youtube.com/watch?t=38&v=y8Z1HkinofU CDC’s – – Protect Yourself, Protect
Your Family 60-Second Spot ๏ Identify the behavioral theory/theories that was/were used.
๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the
listener or viewer’s attention? ๏ Identify the behavioral theory/theories that was/ were
used. ๏ What were two vital points of the PSA? ๏ Identify a hook – – what was used to grab
the listener or viewer’s attention? Source: https://www.youtube.com/watch?v=EstDvA-
mr5A State of California and Anti-tobacco Commercials – Debi Austin ๏ Identify the Source:
https://www.youtube.com/watch?v=ULbB0SdVe94 ๏ Identify the behavioral
theory/theories that was/were used. ๏ What were two vital points of the PSA? ๏ Identify a
hook – – what was used to grab the listener or viewer’s attention? behavioral theory/
theories that was/ were used. ๏ What were two vital points of the PSA? ๏ Identify a hook –
– what was used to grab the listener or viewer’s attention? Source:
https://www.youtube.com/watch?v=Il8j8c56S7A Source:
https://www.youtube.com/watch?t=7&v=YMB7McfJoSI ๏ March 23, 2015 State of
California launches campaign against e-cigarettes. Source:
http://www.scpr.org/news/2015/03/23/50529/state-launches-ad-campaign-against-e-
cigarettes/ ๏ March 23, 2015 State of California launches campaign against e-cigarettes.
Source: http://www.scpr.org/news/2015/03/23/50529/state-launches-ad-campaign-
against-e-cigarettes/ ๏ Identify the behavioral ๏ Identify the behavioral ๏ What were two
vital points ๏ What were two vital points ๏ Identify a hook – – what was ๏ Identify a hook –
– what was theory/theories that was/ were used. of the PSA? used to grab the listener or
viewer’s attention? theory/theories that was/ were used. of the PSA? used to grab the
listener or viewer’s attention? Source: https://www.youtube.com/watch?v=jaMgWUBPeHY
Source: https://www.youtube.com/watch?v=jcFgRPEiQGE Tips From Smokers – Teri’s Ad
Preliminary Results ๏ Identify the behavioral theory/ theories that was/ were used. ๏ What
were two vital points of the PSA? ๏ Identify a hook – – what was used to grab the listener or
viewer’s attention? Source: https://www.youtube.com/watch?v=5zWB4dLYChM ๏The 30-
second PSA is part of a $54 million campaign called Tips From Former Smokers launched by
the CDC on March 19, 2012. ๏April 3, 2012 – – Two weeks after the CDC launched Tips
From Smokers Campaign, calls to 1-800-QUIT-NOW quitline more than DOUBLED! Merck
Ad – HPV ๏ Identify the behavioral theory/ theories that was/ were used. ๏ What were vital

4. In Class ๏ As a group: ๏ Find one media campaign (15-30 second media clip) on your
group’s topic (cannot be one that is shown in class). points of the ad? ๏ Email the link to the
instructor on or before 1:30PM Tuesday, 11/6/18. ๏ Identify a hook – – ๏ As a group, share
& discuss the media campaign in class on Tuesday, what was used to grab the listener or
viewer’s attention? 11/6/18. ๏ Students who present on their media campaign in class on
11/6/18 will receive credit. Source: https://www.youtube.com/watch?v=sLB0MaY7luE
Samples from Other Students ๏ Rewind the Future
https://www.youtube.com/watch?v=xUmp67YDlHY ๏ The Unseen: It Can Wait
https://www.youtube.com/watch?v=TSmhZ2OUOtw ๏ Anti Smoking
https://www.youtube.com/watch?v=8EHBA5JHd0E ๏ Graphic Smoking Campaign
https://www.theguardian.com/media/video/2013/dec/30/public-healthengland-anti-
smoking-campaign-video Health Communication and Information Processing Theories ๏
Focus on how media messages may lead to changes in attitudes or in reinforcing existing
attitudes. ๏ The Elaboration Likelihood Model (ELM) ๏ Central tenet of the ELM is that
attitude formation may be processed in two possible ways: the central route or the
peripheral route. ๏ Central = cognitive Peripheral = emotions or mental heuristics Health
Communication and ELM ๏ Central Route Processing (CRP) ๏ Requires the receiver to be an
active participant. ๏ The receiver evaluates and scrutinizes the content of a persuasive
message and the arguments it contains. Health Communication and ELM ๏ Peripheral Route
Processing (PRP) ๏ The passive consideration of information that relies on external cues
unrelated to the strength or quality of the arguments. ๏ Topics of low importance result in
more PRP. ๏ Topics of high importance to the receiver elicit more CRP; involves more
cognitive activity. Health Communication and ELM ๏ Conclusion of ELM ๏ attitudes changed
through Central Route Processing are more enduring and have different effects on behavior
than attitude change achieved through Peripheral Route Processing, which is less resilient
to counterarguments. ELM TA: high motivation & ability to think about message Message
focuses on statistics, perceived threat, quality of argument High involvement messaging
Why take a chance when we can know for sure? [et’s l5otti get testea togettier! Careful
scrutiny of information • • Every year, there are an estimated Enduring attitude formation
new STD infections in the United States Anyone who is sexually active can get an STD. Use
Condoms Get Vaccinated Get Tested Using a condom correctly every time you have sex can
help you avoid STDs. The most common STD can be prevented by a vaccine. Many STDs
don’t have symptoms, but they can still cause health problems. The HPV vaccine is safe,
effective, and can help you avoid HPV- Some groups are disproportionately affected by STDs
related health problems like genital warts and some cancers. Condoms lessen the risk of
infection for all STDs. You still can get certain STDs, like herpes Who should get the HPV
vaccine? or HPV, from contact with your partner’s skin even when using Source: CDC
Routine vaccination for boys & girls ages 11 to 12 a condom. Behavioral intention Source:
https://www.cdc.gov/std/products/infographics.htm Adolescents and Gay, Bisexual, &
other Men Some Racial and Young Adults who have Sex with Men Ethnic Minorities Catch-
up vaccination for: Talk with your health care provider Search for CDC Find a location to get
recommended tests tested for STDs The only way to know for sure if you have an STD is to
get tested. Most people claimed they used If You Test Positive … a condom the first time

5. they ever had sex, but when asked about the last 4 weeks, less than one STDs ARE
preventable. There are steps you can take to keep yourself and your partner(s) healthy.
Here’s How You Can Avoid Giving or Getting an STD: quarter said they used a condom every
time. Young women from age 13 Gay, Bisexual, & other Men Men with compromised to age
26 and young men who have sex with Men up immune systems up from age 13 to age 21 to
age 26 to age 26 • •• •• • View lnfographic Online at:
www.cdc.gov/std/prevention/lowdown/ .. . • The above ad uses the peripheral route to
persuasion in that it tries to avoid the active and conscious cognitive process of the central
route. • The advertisers focus on the peripheral route so that their audience, the consumers,
will overlook the real task of the adto sell the burger (or something else). • The advertisers
would like the consumer to associate the fun that the character is experiencing with the
Carl’s Jr. hamburger. • PRP ignores the facts of hamburger consumption or portion sizes,
which would be more noticeable during central route processing. Source:
https://www.cdc.gov/socialmedia/tools/infographics.html TA: high motivation & ability to
think about message High involvement messaging Careful scrutiny of information Message
focuses on statistics, perceived threat, quality of argument Enduring attitude formation
Source: CDC Behavioral intention Source: https://www.cdc.gov/tobacco/
infographics/secondhand-smoke/index.htm cs267154 ELM’s Implications for Health
Promotion ๏ PH professionals using communication strategies for HP must strive to
increase elaboration of message to recipients; this can be done by increasing the salience of
the arguments and information presented. ๏ Media channels should be selected that
promote central processing. ๏ Strong, high-quality arguments tailored to target audiences
should be used in messaging. ๏ Evaluation of health communication effectiveness should be
used to refine strategies for intervention. New Frames of Childhood Nutrition and Obesity in
California New Frames of Childhood Nutrition and Obesity in California New Frames of
Childhood Nutrition and Obesity in California ๏ Framing is a critical part of the message
production process. ๏ PH professionals have an opportunity to influence the news frames
around health issues and thus influence the public’s routine exposure to health information.
๏ News frames help: ๏ Situation: How childhood obesity has been framed in the media and
how PH professionals worked to influence the message production process by reframing
the issue. (1) define a social problem; (2) attribute responsibility for the problem; (3) and
provide solutions. New Frames of Childhood Nutrition and Obesity in California A History of
Nutrition in Images ๏ Researchers conducted a content analysis of media coverage of
childhood nutrition and obesity in major California newspapers 1998 – 2000. ๏ Discovered
that framing almost entirely focused on individual behavior (children & parents only). ๏
Policy solutions were rarely discussed. ๏ GMOs, improving school meals, simplifying food
labeling The Basic 7, 1943 Five Fingers Point to Nutrition (Eat for Health), 1954
http://www.dietsinreview.com/slideshows/a-history-of-nutrition-in-images/five-fingers-
point-to-nutrition/ A History of Nutrition in Images The Basic 4, 1956 The Food Pyramid,
1992 (U.S.) A History of Nutrition in Images The Food Pyramid, 2005 (U.S.) My Plate, 2011
http://www.dietsinreview.com/slideshows/a-history-of-nutrition-in-images/five-fingers-
point-to-nutrition/ http://www.dietsinreview.com/slideshows/a-history-of-nutrition-in-
images/five-fingers-point-to-nutrition/ New Frames of Childhood Nutrition and Obesity in

6. California New Frames of Childhood Nutrition and Obesity in California ๏ Researchers
provided PH practitioners and advocates with skills to reframe news coverage of PH issues
to gain support for policy-level interventions. ๏ Values of social justice and collective
responsibility ๏ Influence public agenda setting and policy agenda setting ๏ Researchers
suggested three key message components aimed at establishing core values that motivate
people and institutions to act in support of large-scale change. ๏ What’s wrong? ๏ Why does
it matter? ๏ What should be done? New Frames of Childhood Nutrition and Obesity in
California New Frames of Childhood Nutrition and Obesity in California ๏What’s wrong?
๏Fast food is widespread on HS campuses. ๏Why does it matter? ๏Fast food on campus
contributes to youth obesity and endangers the health of the next generation. ๏What should
be done? ๏Schools must promote appealing, affordable healthy food options for students
๏Results ๏The coalition contributed to an increase in substantive news articles and opinion
pieces in California newspapers, many of which reflected the frame of shared institutional
responsibility for addressing the problem of youth obesity. ๏Vending machines, healthier
nutritional content ๏The government must provide adequate funds for food service. New
Issue: “Pink Slime” Pink Slime ๏ “Pink slime” ๏ Coined by a federal microbiologist, appeared
in the media since a 2009 NYTimes report. ๏ What happened to schools promoting
“appealing, affordable healthy food options for students”? ๏ “The Lunch Tray” blog, started
an online petition to halt use of “pink slime” in school food. ๏ The USDA announced in
March 2012 that starting in fall, it would give schools the option of choosing ground beef
that doesn’t contain it. ๏ http://abcnews.go.com/WNT/video/ pink-slime-school-
cafeteriassupermarkets-15932220 Source: http://www.npr.org/player/v2/
mediaPlayer.html? action=1&t=1&islist=false&id=322911060 &m=323032831 Health
Literacy AND Populations Health Literacy, Communication Campaigns, and Media Advocacy
๏ Definition of Health Literacy ๏ the degree to which individuals have the capacity to
obtain, process, and understand basic health information and services needed to make
appropriate health decisions. ๏ Students: Which populations are considered at-risk for poor
health literacy? Health Literacy Health Literacy and Populations ๏ Health literacy emerged
during the late 20th century, ๏ The ability to obtain, process, interpret, and apply health ๏
Students: Why is it becoming difficult to decipher, interpret, ๏ Populations are bombarded
with messages that have some combining the expertise and concerns of two distinct groups.
and apply the complex information that is channeled in the media? information is essential
to a person’s ability to make informed choices that affect his or her health. health relevance,
both from commercial and social marketing – – all attempting to influence our behavior in
some way. COMMUNICATIONS CAMPAIGNS (CCs) Memorable Communication Campaigns ๏
“Give a Hoot, Don’t Pollute” ๏ CCs usually use a combination of different modes of
communication and channels (mass media, interpersonal communication, etc). ๏
Campaigns are most effective when they are heard and remembered against the din of other
competing messages in the media. ๏ Students: Which ones do you remember from
childhood? ๏ “This is Your Brain On Drugs” ๏ “Click It or Ticket” ๏ “Be Cool, Stay in School”
๏ “Milk – It Does a Body Good” ๏ “Only You Can Prevent Forest Fires” – Smokey Bear ๏
“Take A Bite Out of Crime” – McGruff The Crime Dog ๏ “Just Say No” – D.A.R.E. The Truth
Campaign ๏ Initially ๏the campaign influenced campaign-related attitudes toward tobacco

7. use and tobacco industry ๏negative attitudes about the tobacco industry are correlated
with reduced risk of smoking #FinishIT- truth ๏
https://www.youtube.com/watch?v=loLpcd7gqNE #FinishIT ~ Smoking Gap ~ Truth
Media MEDIAAdvocacy ADVOCACY ๏ The strategic use of mass media to apply pressure to
advance healthy public policy. ๏ https://www.youtube.com/watch?v=_182kIOPRvo ๏
Primary purposes: ๏ Influence public opinion ๏ Influence policy makers ๏ Influence policy
Media Advocacy Continued ๏ Media advocacy begins with a goal, which may not be
individual behavior change, but instead focuses on behavior change of policy makers within
an institution. ๏ Policies or regulations concerning the sale of alcohol to minors. ๏ Policies
to remove “pink slime” from school food. ๏ Policies or regulations regarding smoking and
the prevention of secondhand smoke inhalation. Media Advocacy Continued ๏ Media
advocacy may consist of a full scale mass media campaign with advertising to gain public
support for a particular type of policy, or to encourage policy makers to vote in a particular
way. ๏ Goal is to help shape media coverage so that it presents the issue in a way that
advances the promotion of PH. ๏ Gain media access and make sure issue is covered in a
particular way. Media Advocacy Continued ๏ Strategies to work with mass media: ๏
Developing and maintaining a relationship — making contact, providing background
information, and establishing yourself or your organization as a source. Red Carriage
Advertisement and Clean Air Act ๏ American Lung Association ๏
http://www.lung.org/healthy-air/outdoor/red-carriage.html ๏ Providing information in a
format that is useful; the mass media are looking for stories with a “human face” for more
impact on people. Media Advocacy Continued ๏ Materials and activities typically used in
media advocacy: ๏ Press or news releases: tells the reporter the who, what, when where,
and why of a ๏ ๏ ๏ ๏ news story. Letters to the editor: Simplest way to communicate an
opinion to the general public. Opinion pieces: Writing an opinion piece to be run on a
newspaper’s opinion-editorial page. Carries more weight than a letter to the editor. Making
presentations to an editorial board: A powerful way to win support for your issue or reach
your member of Congress or local official. Interview or Media Event: press briefing and
news conference. Summary ๏ Health communication is a growing field of research that
involves the strategic use of communication to inform, influence, and improve personal and
public health. ๏ Attitude change is the core target of health communication theories and
persuasion is the technique often used to affect attitudes.