HLTH234 – Global Health Messages: Understanding Exposure ... Syllabus 17-18... · Consider the...

HLTH234–GlobalHealthMessages:UnderstandingExposureandImpact

Semester: Fall2017 Classroom/Time: HJP22423:30pm-6:00pm

Instructor: Prof.DinaL.G.Borzekowski Office: SPH1234B Email: [email protected]

OfficeHours:byappointment,howevermydoorisusuallyopenandIhavecandyandfruitforthetaking!THISSYLLABUSISNOTCONCRETE.THESCOPEANDSPECIFICSOFTHECOURSEWILLBEDETERMINEDBYTHEINPUTANDPROGRESSIONOFTHEPARTICIPANTS.PLEASE

BEAWAREOFANNOUNCEDCHANGES.CourseDescription:Usingaglobalperspective,thiscourseteachesstudentstobecriticalconsumersofcurrentandhistoricalhealthcommunicationinterventions.Italsoprovidesstudentswiththeskillstodevelopmediainterventionsthattargetspecificandgeneralpopulations.Studentswilldiscoverthearrayofdiversemediamessagesthatinfluencethehealthandwell-beingofindividualsandcommunities.Throughexposuretotheoryandapplications,studentswillunderstandwhatdrivesmediainfluence.Studentswillapplythisinformationastheydevelop,disseminate,andevaluateacommunity-basedhealthcommunicationinitiativeoftheirowndesign.CourseLearningOutcomes:Uponcompletingthiscourse,thestudentwillbeableto:

1. RecognizeandCRITIQUE(throughwritingexercises)massmediaevents(historicalandcurrent),communicatedthroughdifferentmedia.

2. Distinguishunderlyingpurposesofmediainitiatives.3. Identifytheinfluenceofmediaeventsondifferentaudiences.Anticipatehowpolitical,economic,

andculturalaspectsaffectthisinfluence.Considertheethicsofhealthcommunication.4. Describebehaviorsthatonecanaffectthroughcommunicationinitiatives,basedoncommunication

andbehavioraltheory.5. ApplyskillsandstrategiestoDEVELOPANDCONDUCTanactualcommunicationcampaign/initiative

thattargetsaspecificaudience.6. SystematicallyEVALUATEone’scommunicationcampaign/initiative.

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RequiredMaterialsandTexts:Throughoutthiscourse,studentswillbeexposedtomediaandcommunicationmaterials(videoandprint).Also,studentswillreadprimaryandsecondarypapers,describingandevaluatingthesemediapieces.Lastly,studentswillreadtextdescribingthetheoryandapplicationofhealthcommunication.

Mediaexposurewilloccurinclass,butalsostudentswillhaveaccessthroughonlinelinkstovideosandprintmaterials.Articles,papers,andchapterswillbeorganizedintoareaderforthisclass.AllthesematerialswillbeaccessiblethroughCANVAS.

Agreatresource-CenteronMediaandChildHealth(www.cmch.tv/)Thefollowingisaworkinglistofmaterialsthatwillbestudiedduringthiscourse.

Aarsand,P.(2013).Children’sdigitalgamingcultures.InD.Lemish(ed.),TheRoutledgeinternationalhandbookofchildren,adolescentsandmedia(pp.120-126).NewYork,NY:Routledge.

Alper,M.(2013).Childrenandconvergenceculture:Newperspectivesonyouthparticipationwithmedia.InD.Lemish(ed.),TheRoutledgeinternationalhandbookofchildren,adolescentsandmedia(pp.148-155).NewYork,NY:Routledge.

Bartz,S.,Molchanov,A.,Stork,P.A.(2013).Whenacelebrityendorserisdisgraced:Atwenty-five-yeareventstudy.Primacyeffectorrecencyeffect?Along-termmemorytestofSuperBowlcommercials.JournalofConsumerBehaviour,9,32-44.

Beck,C.S.,Aubuchon,S.M.,McKenna,T.P.,Ruhl,S,Simmons,N.(2013).Blurringpersonhealthandpublicpriorities:Ananalysisofcelebrityhealthnarrativesinthepublicsphere.HealthCommunication,29:244-256.

Borzekowski,D.L.G.,Macha,J.(2010).TheimpactofKilimaniSesameonthehealthydevelopmentofTanzanianpreschoolchildren.JournalofAppliedDevelopmentalPsychology,31,298-305.

Borzekowski,D.L.G.,Schenk,S.,Wilson,J.L.,Peebles,R.(2010).e-Anaande-Mia:Acontentanalysisofpro-EDwebsites.TheAmericanJournalofPublicHealth,100,1526-1534.

CampaigntoEndObesity.www.obesitycampaign.org.Champion,L.,Skinner,C.S.(2008).TheHealthBeliefModel.InK.Glanz,B.K.Rimer,K.Viswanath(eds.),Healthbehaviorand

healtheducation:Theory,researchandpractice(pp.45-65).NewYork,NY:JohnWiley&Sons.Edberg,M.(2007).Social,cultural,andenvironmentaltheories.EssentialsofHealthBehavior.Boston,MA:Jones&Bartlett.Gladwell,M.(2006).Thestickinessfactor.Thetippingpoint:Howlittlethingscanmakeabigdifference.HachetteDigital,Inc.Glasgow,R.E.,Linnan,L.A.(2008).Evaluationoftheory-basedinterventions.InK.Glanz,B.K.Rimer,K.Viswanath(eds.),Health

behaviorandhealtheducation:Theory,researchandpractice(pp.487-508).NewYork,NY:JohnWiley&Sons.Guttman,N.(2003).Ethicsinhealthcommunicationinterventions.InT.L.Thompson,A.M.Dorsey,K.I.Miller,R.Parrott

(eds.),Handbookofhealthcommunication(pp.651-679).Mahwah,NJ:LawrenceErlbaumAssociates.Hastings,G.,Stead,M.,Webb,J.(2004).Fearappealsinsocialmarketing:Strategicandethicalreasonsforconcern.Psychology

&Marketing,21,961-986.Kelly,K.(2000).Communicatingforaction:AcontextualevaluationofyouthresponsetoHIV/AIDS.http://www.cadre.org.za.Kolucki,B.(2013).UNICEFandcommunicationfordevelopment:Anintegratedapproachtodevelopingcapacitytoproduce

communicationforandwithchildren.InD.Lemish(ed.),TheRoutledgeinternationalhandbookofchildren,adolescentsandmedia(pp.442-450).NewYork,NY:Routledge.

Let’sMove!www.letsmove.gov.Li,C.(2010).Primacyeffectorrecencyeffect?Along-termmemorytestofSuperBowlcommercials.JournalofConsumer

Behaviour,9,32-44.Montano,D.E.,Kasprzyk,D.,Taplin,S.H.(1997).Theoryofreasonedactionandtheoryofplannedbehavior.InK.Glanz,F.M.

Lewis,andK.Rimer(eds.),Healthbehaviorandhealtheducation:Theory,researchandpractice(pp.85-112).SanFrancisco,CA:Jossey-BassPublishers.

Ogenga,F.O.TshaTsha:Entertainment-educationserieschallengesmasculinityamongHIVpositivemeninSoweto.Media,ActivismandHIV/AIDS.

Sallis,J.F.,Owen,N.,Fisher,E.B.(2008).Ecologicalmodelsofhealthbehavior.InK.Glanz,B.K.Rimer,K.Viswanath(eds.),Healthbehaviorandhealtheducation:Theory,researchandpractice(pp.465-486).NewYork,NY:JohnWiley&Sons.

Schiavo,R.(2007).Part3:Planning,implementing,andevaluationahealthcommunicationprogram.Healthcommunication:Fromtheorytopractice(pp.213-354).SanFrancisco,CA:Jossey-Bass.

SchneiderA.(2008).Thetruthabout“Truth”andotheranti-drugandanti-tobaccomediacampaignsaimedatyouth.ColgateAcademicReview,3,213-223.

Trehan,K.,Maan,G.S.(2012).Teasercampaigns:Aneffectiveadvertisingexecutionforvariedgoods,servicesandideas.MassCommunication&Journalism,2,138.

Wenner,L.A.(2008).Super-cooledsportsdirt:MoralcontagionandSuperBowlcommercialsintheshadowsofJanetJackson.Television&NewMedia,9,131-154.

Vaughan,P.W.,Rogers,E.M.,Singhal,A.,Swalehe,R.M.(2012).Entertainment-educationandHIV/AIDSprevention:AfieldexperimentinTanzania.HealthCommunication,5,81-200.

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CourseRequirements:Studentswillthinkcriticallyaboutmediaevents.Theywillunderstandwhycommunicationinitiativesreachandimpactdifferentaudiences.Tobesuccessfulinthecourse,studentsmustexamineandreflectontheassignedmedia.Additionally,studentswillbethoughtfulaboutdesigningacommunicationinitiative.Theywillengageinselecting,creatingandevaluatingtheirproducedmediamessages.Studentsmustimmersethemselvesinthematerialtogaintheskillsandinsightofferedthroughthecourse.Workwillbecumulativeandwillbuildonlessonslearned;pleaseavoidfallingbehind.

Readingandexposuretomaterial:Inadvanceofclasssessions,studentsmustreadtheassignedtextand/orscreentheassignedmediamaterials.Theexpectationisthatstudentswillhavespentthenecessarytimetounderstandthematerialsandthecontextinwhichtheywerecreated.Additionalbackgroundworkonthemediamaterialisalwaysworthwhile,suchasreviewingpopularpressaroundamediapiece.

Lectures:Classperiodswillbeorganizedintotwopart.Thefirstpartoftheclassperiodwillbeorganizedintoacasestudyapproach.Timewillbedevotedtoscreenand/ordiscussmediamaterialsofahistoricalorcurrentmediaevent,fromtheU.S.orabroad.Wewillanalyzethepolitical,social,andculturalinfluencesthatshapedtheproductionandimpactofthemediapiece/event.Wewillgoovercommunicationandbehavioraltheorythatexplainswhymediadoesordoesnotinfluencesdifferentaudiences.Wewillalsoexplorevariouscommunicationchannelsandanticipatewhatarethebestwaystoreachpeopleofdifferentdemographicsandbackgrounds.Thesecondpartoftheclasswillofferresourcesandtimeforthedevelopmentofthegroupprojects.Groupswillworkontheirinitiativeandreceivefeedbackfromtheinstructor.

Studentsareexpectedtoattendeveryclassandparticipationisamust(and10%ofastudent’sgrade).Ifastudentmissesclass,he/shewillmisskeyconceptsandimportantworktime.CriticalEssays:Studentswillwritefive(5)criticalessaysduringtheterm.Studentswillselectamediaeventsimilartotheonespresentedintheclass.Successfulessayswilldescribethemediaeventandtheiraudiences.Thecontextoftheeventshouldbedescribed;exploringwhythemediaeventoccurredandwhatwastheimpactandreachoftheevent.Essayswillbeaspecifiedlengthandmustbehandedinon-time. Essay1:1000words,summaryandcontext Essay2:900words,summaryandcontext,mainandancillaryaudiences Essay3:800words,summaryandcontext,mainandancillaryaudiences,personalreflection. Essay4:700words,summaryandcontext,mainandancillaryaudiences,personalreflection,impact/relevanceoftheevent. Essay5:600-650words,summaryandcontext,mainandancillaryaudiences,personalreflection,impact/relevanceoftheevent.

Needsanalysis:AneedsanalysiswillbepreparedbyEACHstudent,describingafocustopic/behaviorthathasthepotentialtobeaddressedthroughthegroupproject.Whatneedstochangeinspecificgroup?Examplesoffocustopics/behaviorsmightbeeatingmoredairyproducts,flossing,engaginginmoresocialactivities,increasingexercise,reducingbingedrinking,communicatingmoreregularlywithgrandparents/relatives,doingmorevolunteerwork,donatingblood,etc.Everystudentwillwriteupa“need”orprobleminthecommunity,andhowitcanbeaddressed.Whatbehaviorsshouldpeoplechange?Whyshouldcommunitymemberschangetheirbehaviors?Howwilltheybebetteroffiftheytookonanewbehaviororevenattitude?Thispaperwillconsiderresearchliteratureonthetopicandtheaudienceneeds.Thiswillbeaonepagedescription(10/11ptfont,single-spaced)withatleast3researchcitations.PLEASEdoyourcitationsineitherAPAorAMAstyle,andmakesuretheyaredonecorrectly.

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Allneedsanalyseswillbede-identifiedandsharedwiththeclassmembers.Groupswillbeformedaroundcommontopics.Theneedsanalysiswillbethestartingpointforthegroupproject.Groupprojects:Therewillbefivegroupswithsevenmembers.Studentswilldevelopandevaluateacommunicationinitiativetoreachandaffectmembersofthelocalcommunity.Materialswillbecreatedforthisinitiativeanddisseminatedappropriately.Studentswilltaketheleadroleononeaspect,andasecondaryroleontwootheraspects.Theaspectsare:

Background-Content Background-Audience MaterialDevelopment DisseminationPlan EvaluationPlan Evaluation–Exposure

Evaluation–ImpactWritteninformationwillbeprovidedtotheprofessoroneachoftheseitems.Duringthelasttwoweeksofclass,studentswillofferfinalpresentationsonthemediainitiative,indicatingthepurposeofthemediainitiative,whattheytriedtoaccomplish,andwhethertheyweresuccessful.

CoursePolicies:AbsencePolicy:Inaccordancewithuniversitypolicy,ifyouareabsentforasinglelectureduetoillnessorsomeformofpersonalorfamilyemergency,thisabsencewillbeconsidered“excused,”andIwillacceptanotefromyou,attestingtothedateoftheillness/incident,alongwithanacknowledgementthattheinformationistrue.Wheneverfeasible,youshouldcontactmeinadvance.Officialdocumentationoftheexcusemustbeprovided.IwillNOTacceptaHealthCenterhonorstatementtoverifyillness.Forcompleteinformationontheuniversity’sabsencepolicysee:http://www.president.umd.edu/policies/v100g.htmlCANVAS:ThiscourserequiresstudentstouseCANVASaspertinentinformationwillbepostedonthecoursesite.StudentscanaccessCANVAS,MarylandEnterpriseLearningSystemathttp://umd.instructure.com.StudentslogintothissystemusingtheirUMCPDirectoryID(youremaillogin)andpassword.Under“MyCourses,”select“HLTH234.”Thisgivesstudentsaccesstoallcoursematerial.Forproblemsloggingin,contacttheOfficeofInformationTechnology(OIT)at301-405-1400,asIwillnotbeabletohelp.ReligiousObservances:TheUniversitySystemofMarylandpolicyprovidesthatstudentsshouldnotbepenalizedbecauseofobservancesoftheirreligiousbeliefs;studentsshallbegivenanopportunity,wheneverfeasible,tomakeupwithinareasonabletimeanyacademicassignmentthatismissedduetoindividualparticipationinreligiousobservances.Itisthestudent’sresponsibilitytoinformmeinadvanceofanyintendedabsencesforreligiousobservance.

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SpecialAccommodations/DisabilitySupportServices:Ifastudenthasadocumenteddisabilityandwishestodiscussacademicaccommodationsfortesttakingorotherneeds,pleaseobtaindocumentationfromDisabilitySupportService(301-314-7682).Incaseofillnessorpersonaldifficulties,pleaseletmeknowassoonaspossible.StudentscanalsocontactLearningAssistanceServices(301-314-7693)and/ortheCounselingCenter(301-314-7651)forassistance.

ACADEMICINTEGRITYTheUniversity'scodeofacademicintegrityisdesignedtoensurethattheprincipleofacademichonestyisupheld.Anyofthefollowingacts,whencommittedbyastudent,constitutesacademicdishonesty:

• CHEATING:intentionallyusingorattemptingtouseunauthorizedmaterials,information,orstudyaidsinanacademicexercise.

• FABRICATION:intentionalandunauthorizedfalsificationorinventionofanyinformationorcitationinanacademicexercise.

• FACILITATINGACADEMICDISHONESTY:intentionallyorknowinglyhelpingorattemptingtohelpanothertoviolateanyprovisionofthiscode.

• PLAGIARISM:intentionallyorknowinglyrepresentingthewordsorideasofanotherasone'sowninanyacademicexercise.

Formoreinformationsee:http://www.shc.umd.edu/code.html.TheHonorPledgeisastatementundergraduateandgraduatestudentsshouldbeaskedtowritebyhandandsignonexaminations,papers,orotheracademicassignments.ThePledgereads:

IpledgeonmyhonorthatIhavenotgivenorreceivedanyunauthorizedassistanceonthisassignment/examination.

TheUniversityofMaryland,CollegeParkhasanationallyrecognizedCodeofAcademicIntegrity,administeredbytheStudentHonorCouncil.ThisCodesetsstandardsforacademicintegrityatMarylandforallundergraduateandgraduatestudents.Asastudentyouareresponsibleforupholdingthesestandardsforthiscourse.Itisveryimportantforyoutobeawareoftheconsequencesofcheating,fabrication,facilitation,andplagiarism.FormoreinformationontheCodeofAcademicIntegrityortheStudentHonorCouncil,pleasevisithttp://www.shc.umd.edu.StatementonCheatingTheDepartmentofBehavioralandCommunityHealthhasazerotolerancepolicyonacademicdishonestyofanykind.IfaDepartmentalinstructorbelievesthatastudenthasbeeninvolvedinacademicallydishonestactivity,heorshewillreportittotheUniversity’sOfficeofStudentConduct,andisnotobligatedtodisclosethereporttothestudentinquestion.Oncereferred,theOfficeofStudentConductwillcontactthestudentinwritingtoinformthemofthecharges.

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StatementonClassroomDisruptions/CodeofConduct:Thesuccessofthisclassisdependentnotonlyonmyabilitiesasaninstructortocommunicatenewandcomplicatedideas,itisalsodependentonourabilityasaclasstoworktogethertocreateanenvironmentconducivetolearning.Asadepartmentanduniversity,weexpectthefacultyandstudentstobepreparedforclass,berespectful,andtobeactivelyengagedintheclassroomactivities.Unfortunately,disruptivebehaviorsintheclassroomcheatotherstudentsofopportunitiestolearn.TheUniversityofMaryland’sCodeofAcademicIntegritydefinesclassroomdisruptionas“behaviorareasonablepersonwouldviewassubstantiallyorrepeatedlyinterferingwiththeconductoftheclass.”Examplesincludecominglatetoclass,repeatedlyleavingorenteringtheclassroom,makingloudordistractingnoises,persistinginspeakingwithoutbeingrecognized,usingcellphonesandblackberries,readingoutsidematerials,sleeping,andconductingsideconversations.Ifastudentengagesinrepeatedparticipationinanyoftheseactivitiesinlectureordiscussion,thestudentwillbeaskedtoleave.InclementWeather/UniversityClosings:IntheeventthattheUniversityisclosedforanemergency,Iwillcommunicatetostudentsregardingscheduleadjustments,includingreschedulingofexamsandassignmentsduetoinclementweatherandcampusemergencies.Officialclosuresanddelaysareannouncedonthecampuswebsite(http://www.umd.edu)andsnowphoneline(301-405-SNOW),aswellaslocalradioandTVstations.

Email–TheOfficialUniversityCorrespondence:Verifyyouremailaddressbygoingtowww.my.umd.edu.AllenrolledstudentsareprovidedaccesstotheUniversity’semailsystemandanemailaccount.AllofficialUniversityemailcommunicationwillbesenttothisemailaddress(oranalternateaddressifprovidedbythestudent).DuetothevolumeofemailsthatprofessorsandTAsreceive,USEthesubjectline“[COURSENUMBER]”whensendinganemail.Ifyoudonotgetaresponsein48hours,pleasecheckbackwithanotheremail.Studentsareresponsibleforkeepingtheiremailaddressuptodateorforredirectingorforwardingemailtoanotheraddress.Failuretocheckemail,errorsinforwardingemail,andreturnedemail(from“fullmailbox”or“unknownuser”errorsforexample),willnotexcuseastudentfrommissingUniversityannouncement,messages,deadlines,etc.

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GradingRubric:CriticalEssays:5Essays,each10pts(lowestisdropped) 40ptsNeedsAnalysis 10ptsIndividualcontributiontotheGroupProject

Primary 10ptsSecondary 5ptsSecondary 5pts

OverallGroupProject 20ptsClassParticipation 10ptsInthegroupproject,individualswilltakeaprimaryroleononeaspectandasecondaryroleontwoaspects. Background-Content

Background-Audience MaterialDevelopment DisseminationPlan EvaluationPlan Evaluation–ExposureandImpact

Individualswilltakeaprimaryroleononeaspectandasecondaryroleontwoaspects.

GRADINGRUBRIC–THEREARENODEVIATIONSFROMTHIS.DONOTASKFORANYEXCEPTIONS. A+ 96-100 B+ 86-89 C+ 76-79 D+ 66-69 A 93-95 B 83-85 C 73-75 D 63-65 A- 90-92 B- 80-82 C- 70-72 D- 60-62POINTSOF59andbelowwillearnyouan“F”inthecourse.

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PROPOSEDCOURSEOUTLINE(BRIEFVERSION)

WEEK DATE TOPICOFTHEDAY IndividualAssignments GroupAssignments1 August29 OverviewofCourse–ShortCase

Study

2 September5 CaseStudy–Brainstorming–BehaviorChange

3 September12 CaseStudy–BehaviorChange-TopicSelectionandGroup

Formation

NeedsAnalysis

4 September19 CaseStudy–AudienceFactors CriticalEssay1 NAMESANDGROUPORGANIZATION(primaryand

secondaryroles)5 September26 CaseStudy–Communication

campaigns Background-Content

Background-Audience6 October3 CaseStudy–Material

DevelopmentCriticalEssay2 DisseminationPlan

7 October10 CaseStudy–Evaluation MaterialDevelopment

8 October17 Worksession–materialdevelopment,evaluation

CriticalEssay3 EvaluationPlan

9 October24 Worksession-materialdevelopment,evaluation

YOURCAMPAIGN!10 October31 CaseStudy-Dissemination 11 November7 CaseStudy–Dissemination CriticalEssay412 November14 WorkSession–evaluatingreach

andimpact

13 November21 WorkSession-evaluatingreachandimpact

[CritiqueandrevisionofIndividualContribution]

14 November28 PRESENTATIONOFGROUPPROJECTS

Evaluation-ExposureEvaluation-Impact

15 December5 PRESENTATIONOFGROUPPROJECTS

CriticalEssay5 Evaluation-ExposureEvaluation-Impact

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SessionOutlineSession1 IntroductiontoClass,DescriptionoftheGroupProjectDiscussaspectsthatneedtobeincludedaneedsanalysis.DescribeformatandexpectationofCriticalEssays.

CaseStudy:TwerkingattheVMACaseStudy:PokemonGo

LearningOutcomesaddressedinthissession:

• Distinguishunderlyingpurposesofmediainitiatives.• Identifytheinfluenceofmediaeventsondifferentaudiences.Anticipatehowpolitical,economic,and

culturalaspectsaffectthisinfluence.Session2 Brainstormingexercisesaroundcommunicationinitiatives.Resolveissuesaroundtheneedsanalysis.BasicsaboutBehaviorChangeTheory.Introduce2-3theoriesthatexplainhowmediaimpactsbehaviors.

CaseStudy:Controversialcampaigns:Raisingawarenessaboutchildhoodobesity.Whatisthepurposeofthesepublichealthcampaigns?Whoisthetargetaudience?Why?

Whattheoriesaboutbeingusedinthiscampaign?Whatisthepublic’sreactiontothesecampaigns?


• Recognizeandcritiquemassmediaevents(historicalandcurrent),communicatedthroughdifferentmedia.


culturalaspectsaffectthisinfluence.Considertheethicsofhealthcommunication.• Describebehaviorsthatonecanaffectthroughcommunicationinitiatives,basedoncommunication

andbehavioraltheory.READINGS:Champion,L.,Skinner,C.S.(2008).TheHealthBeliefModel.InK.Glanz,B.K.Rimer,K.Viswanath(eds.),Healthbehaviorand

healtheducation:Theory,researchandpractice(pp.45-65).NewYork,NY:JohnWiley&Sons.Montano,D.E.,Kasprzyk,D.,Taplin,S.H.(1997).Theoryofreasonedactionandtheoryofplannedbehavior.InK.Glanz,F.M.

Lewis,andK.Rimer(eds.),Healthbehaviorandhealtheducation:Theory,researchandpractice(pp.85-112).SanFrancisco,CA:Jossey-BassPublishers.

Session3 Presentdifferenttopicsforcommunicationinitiatives.Voteontopicsandformgroupsforthecommunicationinitiative.FurtherinformationonBehaviorChangeTheory.Whatarethevariablesthatmediatetheoutcomes?

CaseStudy:CelebrityhealthnarrativesPresentinformationontherecentAngelinaJoliedisclosureaboutBRACandthedoublemastectomy.

Whatareotherknowncelebrityhealthnarratives?Howaretheysimilar?Different?Whatethicalresponsibilitiesdoesthecelebrityhave?Themediareporter?


• Recognizeandcritiquemassmediaevents(historicalandcurrent),communicatedviadifferentmedia.• Distinguishunderlyingpurposesofmediainitiatives.• Identifytheinfluenceofmediaeventsondifferentaudiences.Anticipatehowpolitical,economic,and

culturalaspectsaffectthisinfluence.Considertheethicsofhealthcommunication.• Describebehaviorsthatonecanaffectthroughcommunicationinitiatives,basedoncommunication

andbehavioraltheory.

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• Applyskillsandstrategiestodevelopacommunicationcampaign/initiativethattargetsaspecificaudience.

READINGS:Edberg,M.(2007).Social,cultural,andenvironmentaltheories.EssentialsofHealthBehavior.Boston,MA:Jones&Bartlett.Bartz,S.,Molchanov,A.,Stork,P.A.(2013).Whenacelebrityendorserisdisgraced:Atwenty-five-yeareventstudy.Primacy

effectorrecencyeffect?Along-termmemorytestofSuperBowlcommercials.JournalofConsumerBehaviour,9,32-44.Beck,C.S.,Aubuchon,S.M.,McKenna,T.P.,Ruhl,S,Simmons,N.(2013).Blurringpersonhealthandpublicpriorities:Ananalysis

ofcelebrityhealthnarrativesinthepublicsphere.HealthCommunication,29:244-256.Session4 AudienceFactors-Reviewofliteratureonaudiencegroups.Examinehowpeopleofdifferentdemographics,backgroundandexperienceareimpactedbymedia.Inparticular,considerhowcognitivedevelopmentplaysaroleinmediauseandreception.ReviewSocialMarketingandunderstandhowitisusedinhealthcommunication.

CaseStudy:Children’sunderstandingofadvertisingScreenadvertisingandcommercials,fromdifferenterasandlocations.

Exploretheregulatoryenvironmentaroundmedia.Whatmessagesarecensoredandwhy?ReviewtheChildren’sTelevisionActof1999.Howdoesadvertisinginfluencebehaviors.

Compareadvertisingtohealthbehaviorcampaigns.

LearningOutcomesaddressedinthissession:• Distinguishunderlyingpurposesofmediainitiatives.• Identifytheinfluenceofmediaeventsondifferentaudiences.Anticipatehowpolitical,economic,and

culturalaspectsaffectthisinfluence.• Describebehaviorsthatonecanaffectthroughcommunicationinitiatives,basedoncommunication

andbehavioraltheory.• Applyskillsandstrategiestodevelopacommunicationcampaign/initiativethattargetsaspecific

audience.READINGSAlper,M.(2013).Childrenandconvergenceculture:Newperspectivesonyouthparticipationwithmedia.InD.Lemish(ed.),

TheRoutledgeinternationalhandbookofchildren,adolescentsandmedia(pp.148-155).NewYork,NY:Routledge.Kolucki,B.(2013).UNICEFandcommunicationfordevelopment:Anintegratedapproachtodevelopingcapacitytoproduce

communicationforandwithchildren.InD.Lemish(ed.),TheRoutledgeinternationalhandbookofchildren,adolescentsandmedia(pp.442-450).NewYork,NY:Routledge.

Session5 HealthCommunicationCampaignsReviewtheevaluationsliteratureondifferenthealthcampaigns.Whathasbeentried?Whathasworked?Whathasn’tworked?Whatvariablesaremeasuredwhenevaluatinghealthcampaigns?

CaseStudy:HistoricalandcurrenthealthcampaignsScreenexamplesofhealthcampaigns,fromdifferenterasandlocations.

Workonmeasurableoutcomesforthegroupprojects?Whatshouldbeevaluatedinthecommunicationinitiatives

developedforclass?


culturalaspectsaffectthisinfluence.• Describebehaviorsthatonecanaffectthroughcommunicationinitiatives,basedoncommunicationand

behavioraltheory.• Systematicallyevaluateone’scommunicationcampaign/initiative.

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READINGS:Schiavo,R.(2007).Part3:Planning,implementing,andevaluationahealthcommunicationprogram.Healthcommunication:

Fromtheorytopractice(pp.213-354).SanFrancisco,CA:Jossey-Bass.SchneiderA.(2008).Thetruthabout“Truth”andotheranti-drugandanti-tobaccomediacampaignsaimedatyouth.Colgate

AcademicReview,3,213-223.

Session6 MaterialDevelopmentDiscusscommunicationtheoryandwhatmakesamemorablemessage?Whattypesofappealswork?Humor?Fear?WhatappealsDON’Twork?Why?Exploredifferentapproaches.Print,radio,video,internet?Whatmediaworksbestforwhichaudiencesandmessages?

CaseStudy:WhatdoSuperBowlcommercialstellusabouthealthandbehaviorsinAmerica?Whataresomeofthemosteffectivemessagesthathavebeenproduced?Whatmakestheproductiongood?

Whatdothese“best”advertisementssayaboutourcultureinAmerica?Whatisvalued?Highlighted?

LearningOutcomesaddressedinthissession:• Identifytheinfluenceofmediaeventsondifferentaudiences.Anticipatehowpolitical,economic,and

culturalaspectsaffectthisinfluence.• Applyskillsandstrategiestodevelopacommunicationcampaign/initiativethattargetsaspecificaudience.

READINGS:

Trehan,K.,Maan,G.S.(2012).Teasercampaigns:Aneffectiveadvertisingexecutionforvariedgoods,servicesandideas.MassCommunication&Journalism,2,138.

Wenner,L.A.(2008).Super-cooledsportsdirt:MoralcontagionandSuperBowlcommercialsintheshadowsofJanetJackson.Television&NewMedia,9,131-154.

Session7 EvaluationContinueexploringthewaystoexaminereachandimpactofhealthcommunicationcampaigns.Howdoyouaskquestionstorevealwhatpeoplehavebeenexposedtoandhavelearned?Whatarethebestmeasuresinevaluation?Howdoyouconsiderthelong-termimpactofahealthcommunicationcampaign.

CaseStudy:HIV/AIDSEdutainment-ShugaExploreculturalinfluencesonmessageproductionandimpact.ExploretherangeofHIV/AIDSmessagesthathave

beencreatedoverthelastthreedecades,fromtheU.S.andabroad.LearningOutcomesaddressedinthissession:

• Recognizeandcritiquemassmediaevents(historicalandcurrent),communicatedthroughdifferentmedia.• Distinguishunderlyingpurposesofmediainitiatives.• Identifytheinfluenceofmediaeventsondifferentaudiences.Anticipatehowpolitical,economic,and


behavioraltheory.• Applyskillsandstrategiestodevelopacommunicationcampaign/initiativethattargetsaspecificaudience.• Systematicallyevaluateone’scommunicationcampaign/initiative.

READINGS:

LaCroixJM,SnyderLB,Huedo-Medina,TB,Johnson,BT(2014).EffectivenessofmassmediainterventionsforHIVPrevention,1986-2013:Ameta-analysis.JAIDS,66,3:S329-S340.

Vaughan,P.W.,Rogers,E.M.,Singhal,A.,Swalehe,R.M.(2012).Entertainment-educationandHIV/AIDSprevention:AfieldexperimentinTanzania.HealthCommunication,5,81-200.

Session8 WorksessionontheCommunicationInitiatives

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MaterialDevelopment,EvaluationPlanThisisanin-personworksession.Cometoclasspreparedtocreatematerialsforyourcommunicationinitiative,especiallyforthemessagedevelopmentandtheevaluation.Thissessionisdevotedtodesigningandworkingonmaterials.Similartoastudioclass,studentswillworkintheirgroups,creatingmaterialsfordisseminationandevaluation.Byholdingaworksessionwiththeprofessor,TAandclassmatespresent,thegroupswillreceivedirectionandimmediatefeedbackonmaterials.Additionally,thegroupswilldeveloptheirevaluationplans.Inthissession,groupsmayshareinstrumentsandprotocolsonhowtobestcollectdataonthereachandimpactoftheintervention.TheProfessorandT.A.willprovidedifferentexamplesofevaluationmaterialsandquestionbatteries.LearningOutcomesaddressedinthissession:

• Applyskillsandstrategiestodevelopacommunicationcampaign/initiativethattargetsaspecificaudience.• Systematicallyevaluateone’scommunicationcampaign/initiative.

Session9 WorksessionontheCommunicationInitiativesMaterialDevelopment,EvaluationPlanCometoclasspreparedtocreatematerialsforyourcommunicationinitiative,especiallyforthemessagedevelopmentandtheevaluation.Thissessionisdevotedtodesigningandworkingonmaterials.Similartoastudioclass,studentswillworkintheirgroups,creatingmaterialsfordisseminationandevaluation.Byholdingaworksessionwiththeprofessor,TAandclassmatespresent,thegroupswillreceivedirectionandimmediatefeedbackonmaterials.Additionally,thegroupswilldeveloptheirevaluationplans.Inthissession,groupsmayshareinstrumentsandprotocolsonhowtobestcollectdataonthereachandimpactoftheintervention.TheProfessorandT.A.willprovidedifferentexamplesofevaluationmaterialsandquestionbatteries.LearningOutcomesaddressedinthissession:


Session10 LaunchofCommunicationInitiativesEvaluation(Duringthisweek,groupswillbelaunchingtheircommunicationinitiatives.Studentsshouldbecollectinginformationonthereachandimpactoftheinitiatives.)

CaseStudy:TheethicsofSesameStreet’sinternationalco-productionsStudentswillscreenepisodesfromSouthAfrica’sTakalaniSesame,Indonesia’sJalanSesama,andmaterialscreated

forthewaterhygienecampaigninIndia,Bangladesh,andNigeria.WewillreviewanddebateNuritGuttman’sethicalanalysisofhealthcommunicationcampaigns.



behavioraltheory.Reading:TBA

Session11

13

OngoingdisseminationofCommunicationInitiatives(Duringthisweek,groupswillcontinuedisseminatingtheircommunicationinitiatives.Studentsshouldbecollectinginformationonthereachandimpactoftheinitiatives.)

CaseStudy:RiskymessagesdeliveredthroughtheInternetandSocialMedia(anorexia,smoking,anddrinking)Oftentheimpactofmediaisnegativeonaudiences.Inthissession,studentswillscreenriskymessagesdelivered

throughtheInternet.Whatisthepotentialimpactofthesemessages?Shouldweregulatesuchmessages,andifso,how?Discussissuesofcensorship.




behavioraltheory.Reading:TBASession12 WorkSession(Examiningdatafromtheevaluation)Cometoclasswithcollecteddatafromtheevaluation,examiningofthereachandimpactoftheintervention.TheProfessorandTAwillofferinstructiononhowtomakesenseofevaluationdata.Forsome,theevaluationanalyseswillbesimpleandstraightforwardbutforothers,statisticaltestswillbeapplied.

CaseStudy:DevelopingforwardthinkingmessagesInaperfectworld,whattypesofmessageswouldyoudevelop?Studentswillreflectonthecoursecontent,and

suggestwhattopicstheywouldconsiderforfuturework.Whatarenovelwaystoconveysuchmessages?Studentswillbeencouragedto“thinkoutofthebox”forthesehealthcommunicationapproaches.


• Identifytheinfluenceofmediaeventsondifferentaudiences.Anticipatehowpolitical,economic,andculturalaspectsaffectthisinfluence.

• Describebehaviorsthatonecanaffectthroughcommunicationinitiatives,basedoncommunicationandbehavioraltheory.


Session13 WorkSessionThisisanotherin-personworksession.Cometoclasspreparedtoworkonyourgroup’spresentation.WiththeguidanceoftheProfessor.Therewillbeinformationprovidedandmaterialsdevelopedtotodescribetheinitiative,thefindingsfromtheevaluation,andinsightontheentireprocess.LearningOutcomesaddressedinthissession:


Session14 PresentationandcritiqueofGroupCommunicationInitiatives

Session15

PresentationandcritiqueofGroupCommunicationInitiatives

14

GROUPPROJECT–ORGANIZATIONSHEET

WHATISYOURGROUP’SNAME?______________________________________

WHATISTHEBROADTOPICYOUAREADDRESSING?______________________________________

GROUPMEMBERS

NAME PrimaryAspect SecondaryAspect SecondaryAspect1)

2)

3)

4)

5)

6)

7)

8)

ASPECT

PrimaryRole(Name)

SecondaryRole(Name)

SecondaryRole(Name)

Background–Content

Background–Audience

DisseminationPlan

MaterialDevelopment

EvaluationPlan

Evaluation–ExposureandImpact

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