THE WONDERFUL WORLD OF
DATA : BEYOND THE BASICS
Anne Klein Barna, MA, Health Analyst
Barry-Eaton District Health Department
abarna@bedhd.org
Outline
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Data Visualization
Charts: Best Practices
Using data in coalition and program evaluation.
Social determinants and health equity data.
Techniques for problem prioritization.
New tools in data communication
Qualitative analysis techniques
Storytelling in prevention
Visual communication
Our eyes provide the greatest amount of
information that is processed by our brains.
Show, don’t tell!
General Principles of Tufte
http://www.youtube.com/watch?v=HfXSltlDfDw
Grand Principles of Analytical Design
(Edward Tufte)
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Show comparisons. Compared with what?
Show causality. How did it happen?
Multivariate analyses. To clarify, add detail.
Choose the best mode. Integrate words and
numbers. Don’t restrict yourself. Whatever it takes.
Document everything and tell people about it.
Integrity, quality, and credibility are important.
Passion about the content. High quality and high
integrity of the content.
Books: Edward Tufte and Stephen Few
Data Journalism Handbook (free)

http://datajournalismhandbook.org/
Enhancing Visual Communications
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Attract attention in an aesthetically pleasing way
Integrated into written and oral communications
Relevant and tailored to the audience
 Gender,

race, ethnicity, socioeconomics
Simplicity!
Note this section adapted from:
Communicating Public Health Information Effectively, 2002, Nelson et.al.
Forms of Visual Communication
Kind
Main Features
Major Uses
Table
Numbers in columns and rows
List specific numbers or text
Line Graph
Lines plotted on a grid over time
Examine trends
Bar Chart
Vertical or horizontal columns
plotted on a grid
Highlight magnitude or
comparison of numbers
Pie Chart
Divided circle that represents
100%
Display proportions totaling to
100%
Map
Geographic regions
Suggest geographic patterns or
clusters
Picture
Actual or artistic representations
Demonstrate sequences, enhance
key features, evoke emotions,
provide realism
Typography
Text
Highlight words through layout
design
Table
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Great way to bore someone!
OK for lists
Must rapidly display a clear pattern
Actual Causes of Death, 1990
Tobacco 400,000
Diet and Physical Activity 300,000
Alcohol 100,000
Firearms 35,000
Illicit Use of Drugs 20,000
But… a chart would still be better 
Charts and Graphs
Misconceptions Handout
Random Dots
Humans make into patterns!
Anatomy of a (bad) Chart
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http://www.excelcharts.com/blog/anatomy-of-abad-chart/
So, what’s a good chart?
Bar Charts
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Display the magnitude of numbers
Compare groups
How many bars?
Eaton
Barry
Smoking
Healthy Weight Adequate Fruits
& Veg
BEWARE
of messing with scales on bar charts!
Stacked bar charts are hard to
understand & decode
Barry
Eaton
Category 1
Category 2
Category 3
Category 4
Line Graphs
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Very good at displaying trends over time
Problems include too many lines (use 4 or less unless
chart is big and ) and poor labeling
Example:
Past 30 day Use
40%
30%
20%
10%
0%
7th
9th
11th
Alcohol
Tobacco
Marijuana
Painkillers (no Rx)
Data Visualization in Excel
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http://www.excelcharts.com/blog/datavisualization-excel-users/
This is an in-process online tutorial
Origin Chart (number line)
Bar chart version (separates values)
Stack bars, then curve around…
Fill in the doughnut hole…
Add another dimension (Tree Map)
Oh, the pie chart…
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Google returns 2.2 million pie charts in image
search, 1.8 million bar charts and only 0.34 million
line charts;
Percentage of 3D pie charts in the first page:
around 30%;
Percentage of pie charts with exploded slices:
around 15%;
Bad pie charts (3D or exploded slices or legend or
too many data points or no labels or unsorted
slices): around 99%.
Evolution of a pie
HARD to compare:
Area, Arc, and Angle
Pie Chart Do’s and Don’ts
Don’t use 3D
 Don’t explode your pies
 Don’t use a legend
 Don’t use too many chunks (groups of slices)
 Label the slices
 Sort the slices
 Don’t compare
pie charts
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Maps
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Excellent when you have data sub-county
Google maps
www.michigantrafficcrashfacts.org
Census/American Factfinder
Most health departments and counties have GIS
capability – but you must have geocoded data or
addresses or rates for specific areas.
Pictures
Use as part of
the design, not
part of the
chart.
Typography & Good Design
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Proximity
Alignment
Repetition
Contrast & White Space
Fonts
You know it when you see it…or do you?
Data-to-ink ratio
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Examine your chart – what is the amount of ink used
to display your data? What is the amount of ink
used for other parts of the display?
The more ink used for data, the better.
Using Excel 2007 versus an earlier version will help
do this for you.
This is what the default chart looks like.
6
5
4
Series 1
Series 2
Series 3
3
2
1
0
Category 1
Category 2
Category 3
Category 4
A low data-to-ink ratio…
6
5
4
Series 1
Series 2
Series 3
3
2
1
0
Category 1
Category 2
Category 3
Category 4
Color and Shading
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Cost
Warm colored objects set on cool backgrounds
Cultural meanings of colors
Shading can convey meaning, esp, maps
Consider the color blind – can they still read it?
Fill patterns
Colors have meaning
Gender
Nationality
Political Party
Nature
School
Familiar Objects
Colors have meaning
Titles and Labels
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Convey meaning with your title if possible
Label your axes unless it’s obvious or previously
explained
Thoughts on legends?
Get rid of every other line that you can!
Date
Source
Distortion
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Sometimes the same data can be plotted with
different y-value axes, and it looks very different.
Consider whether you are accurately displaying a
trend if you “zoom in”.
3-D Charts
Please don’t.
This is not good.
100%
90%
80%
70%
Series 3
Series 2
Series 1
60%
50%
40%
30%
20%
10%
0%
Category 1
Category 2
Category 3
Category 4
Pictograms or Glyphs
http://www.fao.org/docrep/006/t7838e/T7838E06
.htm
Precise Representation
of Distinct Individuals
50
The Beauty of Data Visualizations
http://www.ted.com/talks/lang/eng/david_mccandle
ss_the_beauty_of_data_visualization.html
A fun example:
http://www.babynamewizard.com/name-voyager#
Many Eyes is a tool that you can use with your own
data:
http://www958.ibm.com/software/data/cognos/manyeyes/
Interactive Charts
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http://www.nytimes.com
/interactive/2009/11
/06/business/econom
y/unemploymentlines.html
While many of us may
not have the capacity
to create interactive
charts, they are highly
effective at helping
people draw insights
in a web-based
platform or
presentation platform.
Using Data in Evaluation
Why use data in evaluation?
Process Evaluation
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Measuring “Did we do what we said we were going
to do” is incredibly important.
What sort of data is necessary?
What kinds of questions can you ask and answer?
 Did
you provide pro-social interactions for at-risk
youth?
 Did you talk to five city governments about adopting
smoke-free parks policies?
 PROGRAM
or COALITION !
Outcome Evaluation
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Measuring: “Did we have the impact that we
predicted?”
What sort of data is necessary?
What kinds of questions can you ask and answer?
 Did
the youth who participated have an improvement in
their GPA compared to a control group?
 Has the smoking rate in youth decreased over time?
Do youth today feel that it’s more risky than in the past?
PROGRAM
or
COALITION
!
Considering Determinants and Equity
Data in your work
What makes someone healthy..or not?
How can we prevent you from being unhealthy?
Prevention:
Behaviors and Conditions affect health
Behaviors
 Tobacco Use
 Substance Misuse
 Poor Nutrition
 Lack of Exercise
Conditions
 Targeted sales
 Marketing/No taxation
 Food Deserts
 Poor infrastructure
Where does Prevention Begin?
Where do we Focus?
Social Determinants of Health
The economic and social conditions that influence the health of
individuals, communities, and jurisdictions as a whole.
They include, but are not limited to:
Safe
Affordable
Housing
Living
Wage
Quality
Education
Job
Security
Access to
Transportation
Social
Connection
& Safety
Availability
of Food
Dennis Raphael, Social Determinants of Health; Toronto: Scholars Press, 2004
Root Causes
Institutional
Racism
LABOR
MARKETS
HOUSING
POLICY
Safe
Affordable
Housing
Living
Wage
Gender
Discrimination
and Exploitation
Class Oppression
TAX
POLICY
Power and Wealth Imbalance
GLOBALIZATION
&
EDUCATION DEREGULATION
SYSTEMS
SOCIAL
SAFETY
NET
SOCIAL
NETWORKS
Social Determinants of Health
Quality
Education
Transportation
Availability
of Food
Job
Security
Social
Connection
& Safety
Psychosocial Stress / Unhealthy Behaviors
Disparity in the Distribution of Disease, Illness, and Wellbeing
Adapted from R. Hofrichter, Tackling Health Inequities Through Public Health Practice.
Distinguishing Disparity from Inequity
Health Disparity
A disproportionate difference in health between groups of
people.
(By itself, disparity does not address the chain of events that produces it.)
Health Inequity
Differences in population health status and mortality rates that
are systemic, patterned, unfair, unjust, and actionable, as
opposed to random or caused by those who become ill.*
*Margaret Whitehead
Your QUESTION is so important!
Healthy! Capital Counties visioning
question.
What would our community be like if everyone
had an equal chance of living a healthy life?
versus just…
What are the community’s health needs?
or How can we be healthy?
Changing the Questions
Instead of only asking:
Perhaps we should also ask:
Why do people smoke?
What social conditions and economic
policies predispose people to the
stress that encourages smoking?
Who lacks health care
coverage and why?
What policy changes would redistribute
health care resources more equitably in
our community?
How do we connect isolated
individuals to social supports?
How can we create more green
space, bike paths, and farmer’s
markets in vulnerable
neighborhoods?
What institutional policies and practices
maintain rather than counteract people’s
isolation from social supports?
What policies and practices by government
and commerce discourage access to
transportation, recreational resources, and
nutritious food in neighborhoods where health
is poorest?
Weaving in the concept…
“Some people have fewer
opportunities than others to live
in good health.”
What indicators would you use to measure
whether the community was getting healthier or
not? Be creative!
WATCH:
Why is Jason in
the Hospital?
List, then sort
List colorcoded:
Our Model for How Health Happens:
Opportunity Measures
Evidence of power and wealth inequity resulting from
historical legacy, laws & policies, and social programs.
Social, Economic, and Environmental Factors
(Social Determinants of Health)
Factors that can constrain or support healthy living
Behaviors, Stress, and Physical Condition
Ways of living which protect from
or contribute to health outcomes
Health Outcomes
Can be measured in terms of quality of life (illness/
morbidity), or quantity of life (deaths/mortality)
Social determinant questions…purple alludes to inequity
Do people have money to meet basic needs?
What about enough to live a life of quality?
Are kids in our community ready for school? Will every child go to a
safe, well-resourced, high-performing school?
Are people secure in
their employment?
Do we have clean air, clean water, in
communities built to enhance health?
Can all people get health care? Of high quality?
Does everyone have a safe home at a reasonable price?
Is the community empowered to improvement through civic action or
grassroots action?
Can people get where they need to go?
Are we safe?
Qualitative Data Analysis
When you really need to know WHY…
Consider the difference…
65% of Barry
County High School
Youth report that
it’s sort of easy or
very easy to get
alcohol. (2010
MiPHY)
“Kids were bringing to school.
[We] would dump half a
powerade out, put clear liquor in
and put it in our backpacks to
drink throughout the day. A lot of
kids were doing it. If you hang out
downtown long enough, someone
will buy it [for you]. A local
restaurant would provide alcohol
with delivery of food for an extra
$20. Kids thought this was cool.”
– A Barry County Youth Offender,
interviewed in 2009
Underage Use of Alcohol
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Problem? 81% yes, 19% no
Of those who said no, what did they say?
Kids will always drink
 I’m not sure
 Not really a problem in youth
 I’ve never seen it

Conclusion based on qualitative data?
Personal knowledge is a predictor of whether an
individual perceives something as a problem in their
community.
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Why use qualitative data?
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Provide insight into how people make sense of their
experience
Help to facilitate the dissemination of research
findings
Explains why someone did something or thinks
something
Two types to highlight…

Interviews
 All
sorts, most typically used is the “semi-structured
interview”
 Focus on individuals thoughts and experiences

Focus Groups
 Focus
on attitudes and experiences, cultural context of
knowledge and ideas, how opinions are constructed
Writing Questions

Questions should not lead the person to the “correct
answer” or color their response to you.


“Given all of the horrible things that underage drinking causes,
what should we do to stop it?”
Allow for the whole range of experience and views
through prefacing the question:
“Some parents have many rules about drinking and parties –
others have only a few. What do you expect from your teen
when it comes to drinking and parties?”
 “Some people learn through talking to a doctor or nurse –
others prefer to read information on their own. What way
would you prefer to get information about family planning
choices?

Writing Questions
Open ended questions allow someone to have the
opportunity to tell a story that’s meaningful to them.
 Probing
This means that you follow up a general question with
questions aimed to get the person to expand on
what they first said.
EXAMPLE:

Participant: “I really like the parks in our town.”
Interviewer: “What do you enjoy about the parks?”
Participant: “I love taking my grandson there to run
around and experience nature.”
Recording
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
You should strongly consider audio-recording the
session, whether it’s an interview or a focus group.
Consent. You should make up a consent form that states
that they understand they are being recorded but that
their name is not being used.
IRB. Someone may ask you if you are getting IRB
approval to conduct your focus group. Are you doing
it for research, for surveillance, for program
evaluation? If you are affiliated with a community,
non-profit, or public health agency, it’s usually not
necessary. However, academic institutions, hospitals,
and similar entities may want you to submit for
exemption.
Qualitative Analysis
Text
(such as an interview transcript)
Codes
(descriptive tags)
Themes
(an interpretive sentence or two)
Process of Analysis
DESCRIPTION
describe what
people said
"What?"
PATTERNS
CATEGORIES
relationships
and
comparison
between
descriptions
"Who? When?
Where?"
THEMES
insights,
concepts,
conceptual
models
"Why?"
ACTIVITY
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You have a copy of a focus group transcript and a
copy of a focus group summary of an audio file.
Read through the text. Read through the text again.
Jot down notes on the side that try to summarize the
topic of the quote in a few phrases (there are your
descriptive codes)
Compare your codes with your neighbor.
Exercise
Exercise was commonly discussed as a way to get and/or stay healthy.
People with chronic diseases discussed the paradox that they know they need to exercise
more, but now that they have a chronic disease it’s much more difficult to do so.
Children were perceived as being less physically active than in the past.
Many cited walking as an enjoyable exercise.
Gyms were perceived as out of reach and expensive, however the YMCA and Alive!
Center were discussed as having scholarships or free programs or facilities based
on need.
Many community attributes were seen as helping to encourage people to exercise,
including walkable neighborhoods, living in the country, parks, walking to school,
and walking hallways at schools.
Ideas to encourage more people to exercise included more exercise facilities at
worksites, places for families to go together to exercise, equipment loans, more lowcost fitness classes, and utilize the schools more to allow public to use gyms and pools.
Healthcare Cost
Most participants agreed that the cost of healthcare was a
barrier in a number of ways. Many people without any
extra income have to make difficult choices when it
comes to paying for healthcare services.
“The way the economy is right now, you have to choose
between your health and paying your living expenses.”
Also discussed was the lack of cost transparency of
healthcare. Many participants were surprised and
shocked at the high cost of care, and that they do not
have the knowledge ahead of time of what the service
will cost.
“Healthcare is one of the only industries that you walk in blindly
not knowing what to expect as it pertains to what you will be
billed. I would like estimates or other options available.”
What makes me healthy?
What did these participants believe help to make
their health better?
 taking
vitamins
 eating healthy
 time, skills, and money to prepare not-processed food
 exercising
 access to primary care
 sidewalks and paths
 social and neighborhood connection
What were suggestions for making the
community healthier? (not ranked)
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Offer incentives to eat more healthy foods
Help people cope better with stress and depression
Make insurance affordable
Increase access to specialty medical care, especially for
children
Improve transportation options for persons with
disabilities
More walkable neighborhoods
Safe, well-lighted paths and trails
Reduce violence
Improve educational achievement
Making a video!
http://youtu.be/8-wq7ly22dI
Using Powerpoint and
Windows Live Movie Maker
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
Make a Powerpoint or adapt one you already have (do
not animate it)
Save your Powerpoint presentation as a set of jpg
files…in “Save As”.
Open Windows Live Movie Maker, and Insert
Picture…selecting each of your jpg pictures of your
slides in turn.
Make it look fancy by using one of the pre-made
transition schemes.
Record yourself speaking…or use public domain music
files, and add sound. Or record yourself while the
music is playing in the background.
Publish on You Tube!
Making a PREZI!
http://prezi.com/_sto8qf_0vcs/the-how-tomake-a-great-prezi-prezi/
Moving from DATA to PLANNING
-- Prioritization
-- Dialogue
Prioritization Matrices (traditional)


Why use it? Narrow down options through a
systemic approach of comparing choices by
selecting, weighting, and applying criteria.
What does it do?
 Quickly
surfaces basic disagreements
 Best thing, not everthing
 Limits ‘hidden agendas’ by surfacing the selection
criteria
 Increases chances of follow-though
 Reduces chances of selecting a “pet project”
Agree on the ultimate goal to be
achieved

Choose the most important problem to fix in my
house and yard
Create the list of criteria

Cost
Everyday aesthetics
Code Compliance (authority is complaining)

You must AGREE on the criteria!


Weight each criterion against the other
criterions

Use the worksheet from your packet.
Comparing Criteria
Cost
Cost
Everyday
Aesthetics
Everyday
Aesthetics
Code
Row total
Compliance
Relative
Decimal
Value
5
1/10
5.1
.248
1/5
0.4
.020
15
.732
1/5
Code
10
Compliance
5
TOTALS: 20.5
1.00
Cost
COST
Fence
(inexpensive)
Paint
Bathroom
Build
Family
Room
Row total
Relative
Decimal
Value
Fence
1/10
5
5.1
0.20
10
20
0.78
0.4
.016
Paint
Bathroom
10
Build Family 1/5
Room
1/5
TOTALS: 25.5
1.0
Summary
Cost
(.248)
Fence
0.2 x .248 =
Paint
Bathroom
.78 x .248 =
Build Family .016 x .248 =
Room
Everyday
Aesthetics
(.020)
Code
Compliance
(.732)
Row Total
Dialogue is different from DEBATE
Debate
Dialogue
Highlights competing factions Highlights commonality of
purpose
“Best” solution
Multiple, complementary
solutions
Emphasis on persuading
Emphasis on listening
‘Facilitated Dialogue’ is adapted from the Technology of Participation methods developed by
the Institute of Cultural Affairs. http://www.ica-usa.org/
The Dialogue Process
INFORMATION
Senses
Data
REFLECTION
Feelings
Experience
INTERPRETATION
Meaning
Insights
DECISION
Actions
Strategies
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
The Dialogue Process
INFORMATION
Trigger for the entire dialogue; can take many forms:
READING
PRESENTATION OF DATA
EXERCISE
REFLECTION
OPEN DIALOGUE
Opportunity for participants to say anything they are
thinking or feeling about the information presented,
tracked on adhesive board
INTERPRETATION
DECISION
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
Open Dialogue
“How do we encounter … in our lives?”
At
work
Point
Point
Point
At
home
Point
Point
Point
Point
Point
Point
Point
In the
Community
Point
Point
Point
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
The Dialogue Process
INFORMATION
Trigger for the entire dialogue; can take many forms:
READING
PRESENTATION OF DATA
REFLECTION
OPEN DIALOGUE
Opportunity for participants to say anything they are
thinking or feeling about the information presented,
tracked on adhesive board
INTERPRETATION*
SUMMARY
QUESTIONS
(Not Dialogue)
Question sequence that summarizes what the group
knows, collectively. (Mirrors the Information-ReflectionInterpretation sequence)
DECISION
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
“MODEL” SUMMARY QUESTIONS*
(Solicit short answers, no repeats)
Of everything you seen and heard so far today, what stands out for you as
particularly surprising or important?
In what ways do we witness ...?
What bothers you about the way we (or others) currently respond to …?
What stands in the way of responding more effectively to …?
If we were to respond more effectively, what would it look like?
What strengths or assets will support us in making that happen?
What are some ways to take advantage of those strengths or assets?
*Sequence is adapted from the ICA Technologies of Participation ® training.
The Dialogue Process
INFORMATION
Trigger for the entire dialogue; can take many forms:
READING
PRESENTATION OF DATA
REFLECTION
OPEN DIALOGUE
Opportunity for participants to say anything they are
thinking or feeling about the information presented,
tracked on adhesive board
INTERPRETATION
SUMMARY
QUESTIONS
(Not Dialogue)
DECISION
Question sequence that summarizes what the group
knows, collectively. (Mirrors the Information-ReflectionInterpretation sequence)
STRUCTURED EXERCISE TO
ANSWER
THE FOCUS QUESTION
Individual & group process
generating between 25-40
answers.
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
FOCUS QUESTION*
“What do we need to do to…?”
Individual Brainstorm
Group Decisions
Answer
Answer
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
Answer
Answer
Answer
FOCUS QUESTION*
“What do we need to do to…?”
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
Answer
FOCUS QUESTION*
“What do we need to do to…?”
Pairing Similar Answers
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
Answer
FOCUS QUESTION*
“What do we need to do to…?”
Clustering
Naming the Clusters
Finding
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Finding
Answer
Finding
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
Answer
Focus Question
“What do we need to do to…?”
Finding
Finding
Finding
Finding
Finding
Finding
Findings are reviewed and refined at a follow
up “validation” session.
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
Validation of Recommendations
(Follow-up Session)
Review each Recommendation & “Case” Made for it.
Does this adequately express the will of the group?
(Participants hold up one of 3 cards.)
YES
it Does
Not
Quite
NO
it Doesn’t
Holders of Yellow and Red Cards explain their concerns /
suggested changes.
Capture suggested changes, and see if they meet with the
group’s approval
Slide courtesy Doak Bloss, ICHD, modified from Institute for Cultural Affairs TOPS
Storytelling in Prevention
www.preventionspeaks.org
How can story help you?
www.preventionspeaks.org/stories/speak-toinspire
http://
Share knowledge
Share Knowledge
 Story shows rather than tells. (example: one simple
technique is highlighted here for teaching about
improved pedestrian routes).
What kinds of stories teach?
 Short, memorable stories that illustrate one surprising or
unexpected fact.
 A story that shows human experience as authentic and
credible, lending believability to science and research.
(example: how a school changed its lunch menu)
Build Commitment
If you are working to change policy and systems, your group needs a strong
and united commitment to persevere. Stories can help build, maintain and
reinforce this commitment.
What kinds of stories build commitment?
 Those that build trusted relationships—"why you do what you do" stories.
People talk about:
 Why they care about the issue they're working on
 What happened in their life that led them to do this work
 Do this frequently, and do it when new people join, to:
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deepen their relationships with each other,
bring out knowledge and skills,
clarify and recommit to their own purpose, and
strengthen the group collective story or purpose.
(Here are examples)
Influence Change
Influence Change
 Story has the power to help people believe in new
possibilities. (Here's how a school gotkids excited
about eating vegetables.)
What kinds of stories transform? Stories:
 with a sympathetic character who changes. The
listener can imagine herself changing.
 that show achievement and motivation.
 of success and impact.
Inspire Action
Inspire Action
 You have to connect with emotions and values for people to make decisions
and act on them, whether it is to join a coalition, visit a legislator, or support
your idea.
 Stories build trust. The audience doesn't separate the speaker from the
message; by telling a personal story you are more likeable, knowable, and
easier to trust.
What stories connect with emotions and values?
 Those that show a likeable, relatable "hero" who takes on a challenge or
conflict and comes to a realization.
 "What if" or "imagine if" stories that show new possibilities and futures.
 Sharing a story is really sharing learning. Your audience will come to the
same realization the lead character has, or at least understand a different
point of view.
 From this shared base of understanding, you are now prepared to ask the
audience to engage in some kind of action.
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http://www.preventionspeaks.org/stories/teenskick-tobacco-ads-out#families-deserve-safe-parks
Debriefing
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What part did you like best?
What part did you like least?
What was working with your group like?
What new skills did you learn?
What did you already know?
Is there anything you need more information or
practice with before you feel you can do it
yourself?