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. 1 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 2 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. 3 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. 4 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. 5 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 7 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) 9 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. 8 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 9 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. 10