Positive Community
Norms Model
Laura Smith, Snoqualmie Valley Community Network
Angela Thompson, Si View Community Center
Quick look at our perceptions
In Washington state, the percentage of
adults who smoke is:
a. 16%
b. 25%
c. 34%
d. 41%
Data from CDC’s Tobacco Control State Highlights 2010
Quick look at our perceptions
In Washington state, the percentage of
teens (12-17) who smoke is:
a. 16%
b. 25%
c. 13%
d. 10%
Data from CDC’s Tobacco Control State Highlights 2010
The Positive Community Norm model is a
multi-faceted approach to community
transformation.
PCN is founded upon the framework known as The Science of the
Positive (a framework that allows us to study, measure, and grow
the positive)
 SOTP recognizes three core elements: Spirit, Science, Action

Spirit
Science
Action
◦ Refocus our vision on the positive, healthy
normative behaviors.
◦ Provide energy to that which we want to grow.
◦ Data from interventions that portray health as
the norm and expected behavior result in
increased health protections and lowered risk
(Perkins, Haines & Rice, 2005).
Science of the Positive







Be
Be
Be
Be
Be
Be
Be
positive
present
perceptive
purposeful
perfected
proactive
passionate
7 core principles of SOTP
Science of
Positive
leadership (Spirit)
Positive Norms
Campaigns
(Science)
Prevention
Portfolio
management
(Action)
Positive Community Norms Model
Overview
PCN Steps: Overview
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Planning and Environmental Advocacy
Baseline Data
Message Development
Communication Plan
Pilot Testing
Implement Campaign
Evaluation
Consider:
 Who are your stakeholders?
 What resources does your organization have?
 How will we commit staff time?
 How will we fund campaign?
Examples:
 Staff with various expertise
 Facilities and equipment
 Funding sources identified
 Planning for survey development (if needed) and
analysis expertise
Step 1: Planning and
Environmental Advocacy
Consider:
What data are available about your issue and your
community?
Examples:
 Local school surveys
 State youth surveys
 Behavioral Risk Factor Surveillance System (BRFSS)
 National Survey on Drug Use and Health (NSDUH)
 State level tobacco surveys
 Police statistical reports
Step 2: Baseline Data
10th graders
perceive this many
other 10th graders
to be drinking
regularly
Percentage of 10th
graders who report
having a drink in last
30 days
THE GAP
Perception vs. Norm (Reality)
Goal: shrink the perception
Consider:
Who can help with message development and
media creation?
Examples:
 Local advertising or publicist people
 Local graphic artists
 Local radio personalities
 People who are good with words
 People who are well connected with your focus
audience
 Representatives from your focus audience
Step 3: Message Development
1.
2.
3.
4.
5.
6.
7.
Positive
Normative
Reflective
Inclusive
Neutral
Clear
Data-based and source specific
Guiding principles of a PCN
message
This
one
does
NOT
work!
This one works!
Consider:
 Who can help with implementing your campaign?
 What other channels can you use to reach your focus
audience?
Examples:
 School personnel to help putting up posters
 Local advertising people to help with placement
 Newspaper editors
 Radio talk show hosts
 Billboard companies
 Electronic marquis at local businesses
 School newsletters athletic events handouts
 Banners in key locations
Step 4: Communication Plan
Consider:
 Who is best at pilot testing?
 Who can help gain access to your focus
audience for pilot testing?
Examples:
 Teachers at school
 Principals allowing access during lunch or
between classes
 Businesses where you can conduct intercept
surveys
Step 5: Pilot Testing
Consider:
 Who can help with implementing your campaign?
 Who can help listen for reactions?
Examples:
 School personnel to help putting up posters
 Local advertising people to help with placement
 Newspaper editors
 Radio talk show hosts
 Billboard companies
 School health teachers
 School counselors
 People in local business, school staff meetings
 Parent meetings
 School newsletters athletic events handouts
Step 6: Implement Campaign
Consider:
 Who are your evaluators?
 Who can help document media related
activities and responses?
Examples:
 Professional evaluators
 Coalition members who act as “historians”
Step 7: Evaluation

Perceptions change faster than behavior

We need access to some/more perception
data from focus audience

PCN campaigns require funding!

Youth can serve as focus group, but should
not be charged with full message
development. (Too hard for us to say no to
their ideas, even when they don’t fit criteria
for campaign)
A few other essential learnings…
Great things are not done by impulse, but
by a series of small things brought
together.
--Vincent Van Gogh
Thank you.