Constructing Health Campaigns
BROCK UNIVERSITY | HLSC3Q20 | Fall 2024 | Kelli-an Lawrance
Study Guide for Midterm Exam
Friday October 4, 2024, 19:00-21:30
Academic South 202
ONLINE MATERIALS
Review the online lectures. Content from these is on the exam.
THE READINGS
It is absolutely essential to be familiar with the readings! Spend time reviewing them.
The readings make more sense if you see how they flow together. Check out the chart below.
The mini-lectures (powerpoint videos) support the readings, but are NOT substitutes for them.
Re-watch the mini-lectures as you review the readings.
Module 1
These readings
provide background
info about health
promotion, social
marketing and
resilience.
Module 2
Lesson 1
The “readings” (i.e., syllabus, CopeCareConnect.ca website,
Resilience) offer a basic orientation to the course and
establish content we can use for practical examples of how
to apply concepts.
Lesson 2
This collection of readings focuses foundational theoretical
material – specifically Health Promotion and Social
Marketing.
Lesson 3
The reading is the first chapter from the workbook,
“Making Communication Programs Work.” Notice that the
workbook presents 4 STAGES altogether. HLSC 3Q20
covers just the first two stages.
These readings explain
how to plan a health
communication
program/ campaign,
including how to
identify the community,
and how to gather info
about its health needs.
Lesson 4
Module 3
Lesson 5
These readings explain
how to get the campaign
concept, messages and
materials ready to go.
The reading, STAGE 1, describes 6 steps for planning and
developing a strategy for a health communication campaign.
The readings are “handouts” that explain how to gather
info about the health needs of the community. (Social
marketing / health communication campaigns address
needs that are identified in community health needs
assessments.)
The reading is the second chapter from the workbook,
“Making Communication Programs Work.” STAGE 2
describes TWO series of steps: one for testing the
campaign concept, and another for pretesting messages
and materials.
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EXAMINATION FORMAT
The exam is 2.5 hours long.
There are approximately 60 marks to earn, just over half from multiple choice questions and the
rest from fill-in-the-blank or short answer questions. Short answers require creativity and
practical application of concepts covered in the course.
Multiple choice, fill-in-the-blanks, and short answer questions are mixed together throughout the
exam script. Consider how you want to deal with this to ensure you optimally answer all questions.
No aids of any type are allowed.
SAMPLE QUESTIONS
(Answers are NOT provided… If a question stumps you, take time to look up the information
)
Offering a transformational and accessible academic and university experience, and fostering a
culture of inclusivity, accessibility, reconciliation, and decolonization are both examples of:
a. Well-established factors that contribute to (or
work against) resilience of students on campus.
b. Guiding values and priorities in Brock’s Strategic Plan.
c. Resilience-enhancing strategies presented in the “Healthy
Campus Communities” joint statement of Canadian universities.
d. Strategies to satisfy societal expectations that post-secondary students
acquire skills needed to function in a complex, ever-changing world.
Define health promotion.
Match the 8 benchmarks of successful social marketing to the definition provided.
(definitions would be provided on the exam… to study, you can look them up!)
In social marketing the benchmark of “exchange” refers to:
a. A deep understanding of what moves and motivates the target audience, with
special attention to emotional as well as physical barriers that influence behaviour.
b. The costs of adopting and maintaining a new behaviour, the loss of benefits the
old behaviour delivered, and ways to make the new behaviour more attractive.
c. Factors that make members of the target audience less likely to tune into
the behaviour change messages and/or adopt the desired behaviour.
d. The process of dividing a population into distinct subsets of
customers who behave in the same way or have similar needs.
In a social marketing campaign, select your target audience based on:
a. Government directives and mandates.
b. Its interest in the health issue the campaign addresses.
c. A genuine understanding of the needs and characteristics of its members.
d. The degree to which its unhealthy behaviour is impacting society as a whole.
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A local public health unit runs a social marketing campaign designed to persuade seniors to use
their mobility devices (especially canes and walkers) to reduce trip-and-fall incidents. Senior men
are especially unlikely to use these aids based on beliefs that that it shows “unmanly” weakness,
and suggest that they are “disabled.” Based on “exchange” benchmark of effective social
marketing, which campaign would be most effective?
a. One that focuses on men’s fears of being stigmatized for using mobility devices.
b. *One that gives testimonies from other men about how their use of the devices
let them stay active, mobile and fully independent in their community.
c. One that shows lots of research stats about the
extremely negative consequences of a trip-and-fall.
➔ Why did you select that answer?
According to the reading called “Making Communication Programs Work,” there are four stages
in the process of delivering an effective social marketing health communication campaign. The
stages are:
STAGE 1 - Planning and Strategy Development.
covered in
HLSC3Q20
STAGE 2 - Developing and Pretesting Concepts, Messages, Materials.
STAGE 3 - Implementing the Health Communication Campaign.
covered in
HLSC3Q21
STAGE 4 - Assessing Effectiveness and Making Refinements.
What are the 6 steps the comprise STAGE 1 - Planning and Strategy Development?
(Study hint: In addition to being able to name the 6 steps, be able to describe the major actions/tasks of each step)
Which of the following channels of communication can be used to deliver
highly tailored messages to and receive feedback from the intended “target”
audience – at both a mass communication and interpersonal level.
a. Interpersonal.
b. Social media.
c. Mass media.
d. Visual.
____________________ is aimed at “selling” ideas and behaviours
that benefit the individual and/or society as a whole.
a. Policy advocacy.
b. Social marketing.
c. Social engineering.
d. Health promotion.
A(n) _____________________ is a tactical way of analyzing both gaps in health programs and
services, and strengths and assets available in the community to help reduce/eliminate gaps.
a. SWOT Analysis.
b. Creative Brief.
c. Community Health Needs Assessment.
d. Activity Plan.
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A(n) ____________________ is a group of people who share something in common,
including geographic location, ethnicity, professional ties, economic strata,
religion, culture, shared background, common interests, and so on.
a. Target audience.
b. Community.
c. Population.
d. Culture.
In a Community Health Needs Assessment, ____________________ needs are defined as
gaps of health and/or health services that individuals have already experienced.
a. Relative
b. Perceived
c. Expressed
d. Absolute
Your reading, Making Communication programs Work – Stage 2, offers guidelines for developing
materials that target audience members can understand, accept, and use. They are: Ensure
Accuracy; Be consistent; Be clear; Be relevant; Be credible; Be appealing.
What are two ways to improve the clarity of your message (Be clear)?
Explain what “Be consistent” means.
A common misconception is that low-literacy materials are synonymous with child-like language
and short words. Describe four different “pointers” (tips) for making sure written materials can
be understood by low-literacy audiences.
Pretesting of ‘preproduction’ draft materials is done for the following reasons except:
a. To identify flaws in messages or materials before
spending lots of money on final production.
b. To determine if a lower quality version of the material or
resource would be as effective as a more costly version.
c. To find out what parts of the message are working well at
attracting attention of the intended “target” audience.
d. To gauge whether the intended “target” audience finds parts of
the message to be confusing, offensive, upsetting, or disturbing.
Results of pretesting are used to:
a. Estimate the effectiveness of the campaign at changing behaviour.
b. Establish the final budget for producing materials.
c. Confirm the accuracy of the campaign messages.
d. Refine, revise and adjust materials or messages.
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