Health Communication
JOMC 490
University of North Carolina at Chapel Hill
Fall 2015
Monday/Wednesday, 12:20-1:35
Halls of Fame
Dr. Seth M. Noar
Office Hours:
Professor
School of Media and Journalism
Lineberger Comprehensive Cancer Center
Phone: 919-962-4075
Email: noar@email.unc.edu
382 Carroll Hall
Wednesdays 2-4
and by appointment
Course Objectives:
Health communication is a growing specialty in the field of communication. It is an area of
study concerned with communication as it affects health, broadly defined. It is informed by
theories and methods from the two major branches of the communication field: interpersonal
and mass communication. It is an interdisciplinary field and one that is informed by
disciplines such as psychology, public health, medicine and information and library science.
In this course we will study what health communication is as well as how and why its
prominence has grown over time. We will learn about effective ways to communicate with
individuals and populations to improve health and reduce the burden of disease. In
particular, students in the course will learn frameworks for analyzing the basic components
of communication; identify theory-based principles and approaches for health
communication messages and campaigns; study and critique the application of these
principles in real-world campaigns; and learn research methods unique to health
communication research and practice. A research paper gives students the opportunity to
explore, in depth, an area of health communication of interest to them.
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REQUIRED READINGS
1. Cho, Hyunyi (Ed., 2012), Health communication message design: Theory and practice.
Thousand Oaks, CA: Sage.
2. Rice, R. E., & Atkin, C. K. (Eds.) (2013). Public communication campaigns (4th Edition).
Thousand Oaks, CA: Sage.
3. Additional readings (on Sakai)
COURSE REQUIREMENTS
WRITTEN REFLECTION PAPERS: Each week students need to come to class having done the
readings, and all students should actively contribute to class discussions. There will be
short written assignments that go along with some of the readings, focused on your
reactions and reflections on the readings. For these papers, you should choose an issue
from the readings that you believe is either central to the topic or important in some way,
and write a reaction paper on it, reflecting on your thoughts and reactions to what is being
presented in the readings (in some cases you may want to tie readings to your personal
experience). These can be general, such as: “What do I think about the author’s proposition
that XX message approach or XX attribute is critical to changing health behavior? Do I
agree with the author’s suggestion that the evidence presented is strong to support this
proposition? If not, what approach do I think might work better?” Or, some weeks you may
want to tie the readings to your personal experience with the issues at hand. This
assignment is intended to foster critical thinking and reflection with regard to the readings
and topics. The papers should be approximately 2 double-spaced pages. (5 x 20= 100
points)
GROUP PRESENTATION: This 30 minute in-class group assignment is a presentation about a
major health communication campaign. You will present on the objectives, design, theory,
messaging, and evaluation results of a major health communication campaign. You will
sign up to be in 1 of 5 groups. Each group will present to the class in a way that is
understandable and accessible. Visual aids should be used and if at all possible, you
should show some of the campaign ads to the class. At the end of the syllabus you will find
a list of articles to help with each campaign presentation. Presenters should also discuss
their presentation plans with Dr. Noar in advance of the presentation date (100 points).
EXAMS: There will be two exams – a midterm and a final. Exams will cover material from
lectures, readings, discussions, and assignments. The midterm will cover the material in the
first half of the semester. The final will cover the material in the second half of the semester.
However, there will be some overlap and some of the key concepts you learn in the first half
of the semester may be on the final exam. The exams may include multiple choice,
true/false, and short essay questions (midterm = 250 points, final = 250 points).
HEALTH COMMUNICATION CAMPAIGN PAPER: This is one of the major assignments in the
course, and will involve you writing an 8-12 page paper on a health communication topic of
your choice. Specific guidelines for the paper will be distributed and discussed. A paper
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outline is due on September 21 (for approval), a draft paper is due on October 28 (50
points), and the final paper is due on November 30 (250 points). You must have your paper
topic approved by Dr. Noar (from outline) before proceeding with your paper.
For this assignment, you have two choices:
Option #1: Literature Review: Write a paper about what we know about the
effectiveness of a particular type of health communication campaign or intervention – i.e.,
what has been done, how has it been done, and what has and hasn’t worked? For example,
what do we know about campaigns to promote physical activity among older adults? Or,
what do we know about text-messaging interventions for smoking cessation?
Option #2: New Campaign Proposal: Propose a new campaign that you would design
for implementation. You choose the topic, audience, theory, message appeals, and
channel(s), and describe a plan to implement and evaluate the campaign. For example,
create a new campaign to reduce distracted driving, or create a campaign to promote fruit
and vegetable intake among adolescents.
GRADING CRITERIA
Your grade in this course will be calculated as follows:
Written Reactions:
100
Group presentation:
100
HCC Paper
300
Midterm exam:
250
Final Exam:
250
_____________________________________________________________
Total
1000 Points
Grade
A
AB+
B
BC+
C
CD+
D
F
Points
930+
900-929
870-899
830-869
800-829
770-799
730-769
700-729
670-699
600-669
599 or less
POLICIES AND PROCEDURES
ATTENDANCE: Attendance is required, and attendance will be taken in class. For each
absence above 2, 20 points will be deducted from your overall grade in the course.
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Students are required to provide official written documentation for excused
absences. Excuses for university-sponsored activities must be presented in advance of
the absence and arrangements for work missed for such activities must be made prior to
such absences. No excuses or documentation will be accepted more than two weeks
after the absence.
MISSED OR LATE EXAMS OR ASSIGNMENTS: Missed or late assignments create major time
and scheduling conflicts, and are unfair to those who turn things in on time. For these
reasons, any late assignment will have 10 percent deducted from the score as a penalty
for each day it is late. An assignment is considered late when it is submitted after the
stated deadline, and deductions will be taken beginning with the missed deadline. The
only exception to this policy will be documented and university accepted excuses (see
Students Rights and Responsibilities Code).
READINGS AND PARTICIPATION: All readings should be done prior to the assigned class
period. Students are expected to participate fully and positively in class discussions and
activities.
CLASSROOM CIVILITY: We want to build a classroom climate that is comfortable for all. In
a communication class, it is especially important that we (1) display respect for all
members of the classroom – including the instructor and fellow classmates, (2) pay
attention to and participate in all class sessions and activities; (3) avoid unnecessary
disruption during class time (e.g., having private conversations, reading the newspaper,
doing work for other classes, receiving cell phone calls, etc.); and (4) avoid racist, sexist,
homophobic or other negative language that may unnecessarily exclude members of our
campus and classroom.
WRITTEN WORK AND PRESENTATIONS: Students need to use correct spelling and grammar
in all written and oral assignments. Grades on poorly written or presented assignments
will be lowered by up to 10 percent. In-class activities and exams may be handwritten.
All other submitted work must be typed. All written assignments must conform to
guidelines established in the 6th Edition of the American Psychological Association’s
(APA) Publication Manual. Grades on written assignments not conforming to APA
guidelines will also be lowered by up to 10 percent.
E-MAIL & COMPUTER WORK: All assignments must be submitted in hard copy. However,
we will use Sakai and electronic mail for various things (e.g., class updates). Please visit
the course Sakai site and also read your email regularly.
POLICY ON INTELLECTUAL DISHONESTY: Unless explicitly noted by the instructor, all work
must be the original product of the student, and all materials taken from others must be
properly cited. Cheating and plagiarism in any form, regardless of any justification, will
not be tolerated. Any student whom the instructor has sufficient evidence to believe has
cheated or plagiarized in the course will receive an automatic "F" (failure) in the entire
course. There will be no exceptions. Additional penalties may involve suspension,
dismissal, or expulsion from the University.
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The university’s honor code can be found here: http://honor.unc.edu
REASONABLE ACCOMMODATION POLICY: Any student in this course who has a disability
that may prevent him or her from fully demonstrating his or her abilities should contact
me personally as soon as possible (documentation should be provided no later than the
second week of class) so we can discuss accommodations necessary to ensure full
participation and facilitation of your educational experience. The UNC accessibility
services website can be found here: http://accessibility.unc.edu
DIVERSITY: The
University’s policy on Prohibiting Harassment and Discrimination is
outlined in the 2011-2012 Undergraduate Bulletin http://www.unc.edu/ugradbulletin/.
UNC is committed to providing an inclusive and welcoming environment for all members
of our community and does not discriminate in offering access to its educational
programs and activities on the basis of age, gender, race, color, national origin, religion,
creed, disability, veteran’s status, sexual orientation, gender identity, or gender
expression.
AEJMC CORE COMPETENCIES: The following AEJMC core competencies are relevant to
this course: Think critically, creatively and independently; Understand concepts and
apply theories in the use and presentation of images and information; Conduct research
and evaluate information by methods appropriate to the communications professions in
which they work; Write correctly and clearly in forms and styles appropriate for the
communications professions, audiences and purposes they serve; Apply tools and
technologies appropriate for the communications professions in which they work.
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PROJECTED DAILY SCHEDULE
WEEK DATE
TOPIC
READINGS
1
8/19 (W)
Introduction to class
What is health communication?
-----
2
8/24
Introduction to health
communication
RA chapter 1, 9,
21
8/26
Process of using
communication for health;
Guiding models and frameworks
8/31
9/2
Audiences: segmentation and
targeting
Tailoring health messages
9/7
NO CLASS – Labor Day
9/9
Sensation seeking targeting
9/14
Sensation seeking targeting
9/16
Fear and other emotional
appeals
9/21
Fear and other emotional
appeals
3
4
5
6
RA chapter 15, 17
WHAT’S HAPPENING
Reaction Paper #1 due
Cho chapter 7;
Noar et al. (2011)
Cho chapter 13
RA chapter 14
Cho chapter 3 & 4
RA chapter 11
Reaction Paper #2 due
Group Presentation #1
(Truth campaign)
Reaction Paper #3 due
Group Presentation #2
(Montana meth
campaign)
*Campaign Topic
Outline Due
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9/23
No class – Yom Kippur
9/28
The reasoned action approach
9/30
The reasoned action approach
RA chapter 2, 21
Group Presentation #3
(ONDCP anti-drug
6
8
10/5
10/7
Narratives and entertainment
education
Narratives and entertainment
education
Cho chapter 6
RA chapter 22
---
campaign)
Reaction Paper #4 due
Group Presentation #4
(Tips from former
smokers campaign)
(exam review)
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10
10/12
10/14
NO CLASS – University Day
Midterm Exam
-----
10/19
Go over exam
Cho chapter 1, 12
RA chapter 12
Midterm Exam
Other approaches: stages of
change, social norms, gain/loss
framing
11
10/21
Other approaches: stages of
change, social norms, gain/loss
framing
10/26
Public health branding
10/28
Public health branding
Evans et al.
(2002); McDivitt
(2003)
Reaction Paper #5 due
Group Presentation #5
(Verb physical activity
campaign)
*Draft campaign paper
due
12
11/2
11/4
Communication channels
Communication channels
RA chapter 19
13
11/9
11/11
Formative research
Process evaluation
RA chapter 4
14
11/16
Outcome evaluation
RA chapter 6, 8,
13 & 15
11/18
Outcome evaluation
11/23
GUEST SPEAKER – Dannielle
Kelley (Topic: Communicating
15
7
11/25
16
11/30
12/2
about harmful chemicals in
cigarettes through messages on
packs)
NO CLASS. Have a great
Thanksgiving!
GUEST SPEAKER – Diane
Francis (Topic: Condom
dispensers with “point of
access” messages to increase
condom acquisition and use)
Wrap up (exam review);
Limitations and criticisms of
campaigns
*Final Campaign Paper
Due
RA 3, 23
Final Exam
Scheduled Final Exam
Time
*Asterisk refers to assignments related to the campaigns paper
Additional Readings
Noar, S. M., Harrington, N. G., *Van Stee, S. K., & *Aldrich, R. S. (2011). Tailored health
communication to change lifestyle behaviors. American Journal of Lifestyle Medicine, 5, 112-122.
Evans W. D., Wasserman, J., Bertolotti, E., & Martino, S. (2002). Branding behavior: The strategy
behind the Truth campaign. Social Marketing Quarterly, 8, 17-29.
McDivitt J. (2003). Is there a role for branding in social marketing? Social Marketing Quarterly, 9, 1117.
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Some suggested references to help with group presentations about campaigns
Group presentation #1 - Truth campaign
Farrelly, M. C., Davis, K. C., Haviland, M. L., Messeri, P., & Healton, C. G. (2005). Evidence
of a dose-response relationship between “truth” antismoking ads and youth smoking
prevalence. American Journal of Public Health, 95, 425-431.
Farrelly, M. C., Healton, C. G., Davis, K. C., Messeri, P., Hersey, J. C., & Haviland, M. L.
(2002). Getting to the truth: Evaluating national tobacco countermarketing campaigns.
American Journal of Public Health, 92, 901-907.
Farrelly, M. C., Nonnemaker, J., Davis, K. C., & Hussin, A. (2009). The influence of the
national truth® campaign on smoking initiation. American Journal of Preventive Medicine,
36, 379-384.
Group presentation #2 - Montana Meth campaign
Anderson, D. M. (2010). Does information matter? The effect of the Meth Project on meth
use among youths. Journal of Health Economics, 29, 732-742.
Anderson, D. M., & Elsea, D. (2014). The meth project and teen meth use: New estimates
from the national and state youth risk behavior surveys. Health Econ.
Erceg-Hurn, D. M. (2008). Drugs, money, and graphic ads: a critical review of the Montana
Meth Project. Prevention Science, 9, 256-263.
Group presentation #3 - ONDCP anti-drug campaign
Hornik, R. C., Jacobsohn, L., Orwin, R., Piesse, A., & Kalton, G. (2008). Effects of the
national youth anti-drug media campaign on youths. American Journal of Public Health, 98,
2229-2236.
Hornik, R., & Yanovitzky, I. (2003). Using theory to design evaluations of communication
campaigns: The case of the National Youth Anti-Drug Media Campaign. Communication
Theory, 13, 204-224.
Kelder, S. H., Maibach, E., Worden, J. K., Biglan, A., & Levitt, A. (2000). Planning and
initiation of the ONDCP national youth anti-drug media campaign. Journal of Public Health
Management & Practice, 6, 14.
Palmgreen, P., Lorch, E. P., Stephenson, M. T., Hoyle, R. H., & Donohew, L. (2007). Effects
of the office of national drug control policy's marijuana initiative campaign on highsensation-seeking adolescents. American Journal of Public Health, 97, 1644-1649.
Group presentation #4 - Tips from former smokers campaign
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Centers for Disease Control and Prevention. (2012). Increases in quitline calls and smoking
cessation website visitors during a national tobacco education campaign--March 19-June
10, 2012. MMWR. Morbidity and mortality weekly report, 61, 667.
Huang, L. L., Thrasher, J. F., Abad, E. N., Cummings, K. M., Bansal-Travers, M., Brown, A.,
& Nagelhout, G. E. (2015). The U.S. National Tips From Former Smokers Antismoking
Campaign: Promoting Awareness of Smoking-Related Risks, Cessation Resources, and
Cessation Behaviors. Health Educ Behav.
Kornfield, R., Smith, K. C., Szczypka, G., Vera, L., & Emery, S. (2015). Earned media and
public engagement with CDC's "Tips from Former Smokers" campaign: an analysis of online
news and blog coverage. J Med Internet Res, 17, e12.
McAfee, T., Davis, K. C., Alexander, R. L., Jr., Pechacek, T. F., & Bunnell, R. (2013). Effect
of the first federally funded US antismoking national media campaign. Lancet, 382, 20032011.
Group presentation #5 - VERB physical activity campaign
Huhman, M., Heitzler, C., & Wong, F. (2004). The VERB™ Campaign Logic Model: A Tool
for Planning and Evaluation. Prev Chronic Dis. , 1, A11.
Huhman, M. E., Potter, L. D., Duke, J. C., Judkins, D. R., Heitzler, C. D., & Wong, F. L.
(2007). Evaluation of a National Physical Activity Intervention for Children VERB Campaign,
2002-2004. American Journal of Preventive Medicine, 32, 38-43.
Huhman, M. E., Potter, L. D., Nolin, M. J., Piesse, A., Judkins, D. R., Banspach, S. W., &
Wong, F. L. (2010). The influence of the VERB campaign on children’s physical activity in
2002 to 2006. American Journal of Public Health, 100, 638-645.
Huhman, M., Potter, L. D., Wong, F. L., Banspach, S. W., Duke, J. C., & Heitzler, C. D.
(2005). Effects of a mass media campaign to increase physical activity among children:
Year-1 results of the VERB Campaign. Pediatrics, 116, e277-284.
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