THE UNIVERSITY OF NEW MEXICO
Olaf Werder Class
Time: TR 2:00-3:15 pm Web: http://www.unm.edu/~werder/ Course Materials Required Text Your required texts are:
Supplemental readings are available on our course web
site and e-reserves at the UNM Library. Suggested Texts Listed below are some
supplemental books that may be useful resources to you during the Geist-Martin, P., Ray,
E.B., Sharf, B.F. (2003). Communicating Health: Personal, Cultural and
Hornik, R.C. (2002). Public
Health Communication: Evidence for Behavior Change. Mahway, du Pre, A. (2005). Communicating
about health: Current issues and perspectives (2nd Edition). Singhal, A., &
Rogers, E.M. (1999). Entertainment-education: A Communication Strategy for
Course Overview
This course
provides an overview of theory and research concerning the role of
communication campaigns in health promotion efforts. It focuses on the design,
implementation, and evaluation of communication programs designed to change
health behavior of individuals, groups, and entire populations. Examples of public
health communication campaigns in the United States and in other parts of the
world are used to illustrate the theoretical rationale behind campaigns.
Ethical Conduct
This course emphasizes
ethical practices and perspective. Above all, students and instructors should
strive to communicate and act, both in class interactions and in assigned
coursework, in a manner directed by personal integrity, honesty, and respect
for self and others. Included in this focus is the need for academic honesty by
students as stated by the UNM Pathfinder. Students need to do original work and
properly cite sources. For example, be aware of plagiarism--directly copying
more than 3 or 4 words from another author without quoting (not just citing)
the author is plagiarism. Further, dishonesty in quizzes, tests or assignments;
claiming credit for work not done or done by others; hindering the academic
work of other students; misrepresenting academic or professional qualifications
within or without the University; and nondisclosure or misrepresentation in
filling out applications or other University records is also considered a
violation of ethical conduct.
Students With Disabilities
Qualified students with physical and learning disabilities needing appropriate academic adjustments should contact me as soon as possible to ensure your needs are met in a timely manner. Handouts are available in alternative accessible formats upon request.
Diversity
This course encourages different perspectives related to such factors as gender, race, nationality, ethnicity, sexual orientation, religion, and other relevant cultural identities. This course seeks to foster understanding and inclusiveness related to such diverse perspectives and ways of communicating.
Learning Objectives - Understand public health implications of day-to-day
interaction with health-related messages and information appearing in the media; Course Evaluation Comments on weekly readings: (5@5%) ……............ 25% Your final grade in this class will be calculated by adding the points (each assignment has a total of 100 points multiplied by its percentage of total) you have accumulated throughout the semester (up to a possible total score of 100 points). Letter grades will be assigned using the following grading scale: (A) = 93-97 (C+) = 78-79 Course Requirements 1. Reading and seminar participation: Students should read all assigned material by the dates listed in the syllabus and be prepared to participate in a discussion of key topics from the readings. As this is a graduate seminar, the success of this course fully depends on students carefully reading and synthesizing material before class and actively attending each class session. 2. Comments on weekly readings: In five different times throughout the semester (see class schedule) students will be required to write 2-3 pages (typed, double-spaced) of commentary and criticism on any ONE of the readings assigned for that week. Commentary/criticism should focus on the key topic/theme that is common to all the readings assigned that week. Also, students are expected to draw from the readings some major questions and issues that will be useful in class discussions. Comments should be submitted as an e-mail attachment (owerder@unm.edu) no later than 5:00 p.m. on the day before the scheduled class meeting. 3. Class discussion leader: Each student will be assigned to lead the discussion of assigned readings twice throughout the semester. You should assume that your colleagues have read the article and do not need to have its contents repeated. You should draw from the article some key insights and questions and use these to generate discussion. Moreover, you should use examples of application either from past campaigns or campaigns you envision. 4. Health issue analysis: Everyone will choose a specific illness that you will study from a communication perspective. The illness you choose should be specifically defined. For instance, you might choose lung cancer as your topic, but cancer in general would not be appropriate as the focus of investigation. You should pick a topic immediately and begin to immerse yourself in the available information about the health problem. At the end of the syllabus you will see of suggestions for paper topics. You do not have to choose one of these topics. Your research should take you to health promotion and disease prevention information as well as popular literature. The goal of the assignment is to understand how the health problem is constructed and perceived within American culture. In order to accomplish this task you should gather data from a number of different sources. Approach this as if the problem is one that directly affects you or someone very important in your life. Everyone must submit his or her paper topic by email to me no later than Friday, February 6 at 5:00 p.m. The final issues paper should be emailed to me as an e-mail attachment (Word document) as late as 5:00 p.m. on Thursday, March 5. Any paper that is not submitted on March 5 will automatically receive a failing grade. Once you have submitted your paper, you won’t be allowed to rewrite the paper in order to receive a higher grade than the one originally assigned. The paper must follow the rules for APA format. 5. Intervention project: For the second paper, everybody will develop a theory-based health communication intervention on the topic of their choice (see above assignment). You should ground your approach in the theoretical framework you deem appropriate. However, you should present your strategies using the executional steps outlined in class. Everyone will make a presentation on either May 5 or 7. The final paper is due on Tuesday, May 12 at 3:00 p.m. via email. (Health Issue analysis and intervention project assignments courtesy of T. Edgar of Emerson College (course in HC Theory Application)
Resources Class website: Copies of the syllabus and assignments are available on the class website and EReserves. In addition, I might add to the course site links to websites related to topics covered in this class, current communication campaigns, and additional readings on health campaigns.
Course Schedule
Date Lecture Assigned Assignments Topics Readings Due
Jan 20 Overview of Course
Jan 22 Discussion
of Interests, Examples shown
Jan 27 Defining Health Communication Ch. 1 Commentary 1 Jan 29 1.
Health Promotion & Disease Prevention Items
1-3
Part I: Theories of Health Behavior Change
Feb 3 1. Theory of Reasoned Action (TRA) Items 4-7 Paper topic, 2/6 Feb 5 2. Theory of Planned Behavior (TPB)
Feb 10 1. Transtheoretical Model (TTM) Ch. 2 Commentary 2 Feb 12 2. Integrated Model (IM) Items 8-9 (or)
Feb 17 1. Health Belief Model (HBM) Ch. 3, 4 Commentary 2 Feb 19 2.
Social Cognitive Theory (TPB) Items
10-12
Feb 24 1. Social Network Theories Ch. 5, 7 Feb 26 2.
Ecological Theories Items
13-14
Part II: Public Health and the Media
Mar 3 1. Entertainment Media/Advertising Items 15-20
Mar 10 3. Reporting Health and Risk Ch. 13 Commentary 3 Mar 12 Items 21-22
Part III: Theory-based Health Communication Strategies
Mar 24 1. Communication Theory & Behavior Change Ch. 9-11 Mar 26 2.
Principles of Successful Campaigns Items
23-27
Mar 31 1. Social Marketing Approaches Items 28-30 Commentary 4 Apr. 7 1. Persuasive Message Design Ch. 6, 12 Apr 9 2. Educational Approaches Items 31-33
Part IV: Health Campaigns Case Studies Apr 14 1. AIDS/Obesity/CVD Prevention Items 34-36 Apr 16 2. Smoking Cessation and Prevention
Apr 21 1. Alcohol-Related Campaigns Items 37-39 Commentary 5
Part V: Campaign Evaluation and Lessons Learned Apr 28 1. Campaign Evaluation Items 40-42
Apr 30 1. How effective are health campaigns? Ch. 14 2. The future of health campaigns Items 43-45
May 5 Presentations
May 7 Presentations Final paper due May 12
Required Readings
Introduction
1. Finnegan, J.R. and Viswanath, K. (2002). Communication Theory and Health Behavior Change: The Media Studies Framework. In Glanz, Lewis and Rimer (Eds), Health Behavior and Health Education: Theory, Research, and Practice, 3rd Ed (San Francisco: Jossey-Bass).
2. Brown, J. D., & Walsh-Childers, K. (1994). Effects of media on personal and public health. In J. Bryant & D. Zillmann (Eds.), Media effects: Advances in theory and research (2nd ed., pp. 453-488). Hillsdale, NJ: Lawrence Erlbaum Associates. [go to EReserves]
3. Rogers, E. M. (1996). The field of health communication today: An up-to-date report. Journal of Health Communication, 1(1), 15-23.
Part I: Theories of Health Behavior Change
4. Montaño, D. E., & Kasprzyk, D. (2002). The theory of reasoned action and the theory of planned behavior. In K. Glantz, B. K. Rimer, & F. M. Lewis (Eds.), Health behavior and health education (3rd ed., pp. 67-98). San Francisco, CA: Jossey-Bass. [go to EReserves]
5. Albarracín, D., Johnson, B. T., Fishbein, M., & Muellerleile, P. A. (2001). Theories of reasoned action and planned behavior as models of condom use: A meta-analysis. Psychological Bulletin, 127(1), 142-161.
6. Stewart, Robert A., Roach, K. David (1998). Argumentativeness and the theory of reasoned action. Communication Quarterly, 46 (2), 177-193
7. Herr, Paul M. (1995). Whither Fact, Artifact, and Attitude: Reflections on the Theory of Reasoned Action. Journal of Consumer Psychology, 4 (4), 371-380.
8. Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47(9), 1102-1114.
9. Fishbein, M. (2000). The role of theory in HIV prevention. AIDS Care, 12(3), 273–278.
10. Janz, N. K., Champion, V. L., & Strecher, V. J. (2002). The health belief model. In K. Glantz, B. K. Rimer, & F. M. Lewis (Eds.), Health behavior and health education (3rd ed., pp. 45-66). San Francisco, CA: Jossey-Bass. [go to EReserves]
11. Baranowski, T., Perry, C. L., & Parcel, G. S. (2002). How individuals, environments, and behavior interact: Social cognitive theory. In K. Glantz, B. K. Rimer, & F. M. Lewis (Eds.), Health behavior and health education (3rd ed., pp. 165-184). San Francisco, CA: Jossey-Bass. [go to EReserves]
12. Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3, 265-299.
13. Bertrand, J. T. (2004). Diffusion of innovations and HIV/AIDS. Journal of Health Communication, 9, 113-121.
14. Sallis, J. F., & Owen, N. (2002). Ecological models of health behavior. In K. Glantz, B. K. Rimer, & F. M. Lewis (Eds.), Health behavior and health education (3rd ed., pp. 462-484). San Francisco, CA: Jossey-Bass. [go to EReserves]
Part II: Public Health and the Media
Entertainment and News Media
15. Robinson, T. N.; Chen, H. L., and Killen, J. D. (1998). Television and music video exposure and risk of adolescent alcohol use. Pediatrics 102(5), E 541-E 546.
16. Field, Alison E (1999). Exposure to the Mass Media and Weight Concerns Among Girls. Pediatrics. 103(3), 660.
17. Cui, G (2000). Advertising of alcoholic beverages in African-American and Women's magazines: implications for health communication. The Howard Journal of Communications 11, 279-293.
18. Nelkin, D. (1996 June 8). An uneasy relationship: the tensions between medicine and the media. Lancet 347, 1600-1603.
19. Berger, CR (2001). Making it worse than it is: quantitative depictions of threatening trends in the news. Journal of Communication 51(4), 655-677.
20. Guttman N., Boccher-Lattimore D., Salmon C.T. (1998). Credibility of information from official sources on HIV/AIDs transmission. Public Health Reports 113, 465-471.
Reporting on Risk and Health
21. Trumbo, C (2002). Information processing and risk perception: an adaptation of the Heuristic-Systematic Model. Journal of Communication 52(2), 367-382.
22. Tomes, N. (2000). The making of a germ panic, then and now. Am J Public Health, 90, 191-198.
Part III: Theory-based Health Communication Strategies
Campaign Principles and Audience Segmentation
23. Hornik, R., & McAnany, E. (2001). Theories and evidence: Mass media effects and fertility change. Communication Theory 11(4), 454-471.
24. McGuire, W. J. (1981). Theoretical foundations of campaigns. In R. R. Rice & W. J. Paisley (Eds.), Public communication campaigns (pp. 41-70). Newbury Park, CA: Sage. [go to EReserves]
25. Guttman, N. (1997). Beyond strategic research: A value-centered approach to health communication interventions. Communication Theory, 7(2), 95-124.
26. Bell, R.A., Hillers, V.N., & Thomas, T.A. (1999). Hispanic grandmothers preserve cultural traditions and reduce foodborne illness by conducting safe cheese workshops. Journal of the American Dietetic Association, 99(9), 1114-1116.
27. Dharod, J.M., Perez-Escamilla, R., Bermudez-Millan, A., Segura-Perez, S., & Damio, G. (2004). Influence of the fight BAC! food safety campaign on an urban Latino population in Connecticut. Journal of Nutrition Education and Behavior, 36(3), 128-134.
Social Marketing & Other Approaches
28. Ling, J., Franklin, B., Lindsteadt, J., & Gearon, S. (1992). Social Marketing: Its Place in Public Health. Annual Review of Public Health, 13, 319-339.
29. Solomon, D.S. (1981). A social marketing perspectives on campaigns. In R. R. Rice & W. J. Paisley (Eds.), Public communication campaigns (pp. 281-292). Newbury Park, CA: Sage. [go to EReserves]
30. Yanovitzky, I., & Bennett, C. (1999). Media attention, institutional response, and health behavior change: The case of drunk driving, 1978-1996. Communication Research, 26(4), 429-453.
Persuasion & Message Design
31. Harrington, N. G., et al. (2003). Persuasive strategies for effective anti-drug messages. Communication Monographs, 70(1), 16-38.
32. Witte, K. (1994). Fear control and danger control: A test of the extended parallel process model (EPPM). Communication Monographs, 61(2), 113-134.
33. Rothman, A. J., & Salovey, P. (1997). Shaping perceptions to motivate healthy behavior: The role of message framing. Psychological Bulletin, 12(1), 3-19.
Part IV: Health Campaigns Case Studies
34. Myhre, S. L., & Flora, J. A (2000). HIV/AIDS communication campaigns: Progress and prospects. Journal of Health Communication, 5(Supp.), 29-45.
35. Miles, A., Rapoport, L., Wardle, J., Afuape, T., & Duman, M. (2001). Using the mass-media to target obesity: an analysis of the characteristics and reported behavior change of participants in the BBC's `Fighting Fat, Fighting Fit' campaign. Health Education Research, 16, 3, 357-372.
36. Farrelly, M. C., et al (2002). Getting to the truth: Evaluating national tobacco countermarketing campaigns. American Journal of Public Health, 92(6), 101-107.
37. Elder, R. W., Shults, R. A., Sleet, D. A., Nichols, J. L., Thompson, R. S., & Rajab, W. (2004). Effectiveness of mass media campaigns for reducing drinking and driving and alcohol-involved crashes: A systematic review. American Journal of Preventive Medicine, 27(1), 57-65.
38. Stephenson, M. T (2003). Mass media strategies targeting high sensation seekers: What works and why. American Journal of Health Behavior, Supp. 3, 27, S233-S238.
39. 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 and Practice, 6(3), 14-26.
Part V: Campaign Evaluation and Outlook
Campaign Evaluation
40. Yzer M.C., Diero F.W., and Buunk B.P. (2000). Can public campaigns effectively change psychological determinants of safer sex? An evaluation of three Dutch campaigns. Health Education Research, 15(3), 339-352.
41. Hornik, R., & Yanovitzy, I. (2003). Using theory to design evaluations of communication campaigns: The case of the national youth anti-drug media campaign. Communication Theory, 13(2), 204-224.
42. Flay, B. R., & Cook, T. D. (1981). Evaluation of mass media prevention campaigns. In R. R. Rice & W. J. Paisley (Eds.), Public communication campaigns (pp. 239-264). Newbury Park, CA: Sage. [go to EReserves]
Lessons Learned
43. Hornik, R. (2002). Public Health Communication: Making sense of contradictory evidence. In R. Hornik (Ed.), Public health communication: Evidence for behavior change (pp. 1-19). Mahwah, NJ: Lawrence Erlbaum. [go to EReserves]
44. Guttman, N and
Ressler, W (2001). On
being responsible: Ethical issues in appeals to
45. Parrott, R. (2004). Emphasizing "Communication" in Health Communication. Journal of Communication, 54(4), 751-787.
Possible Health Topics for Issues Analysis Paper Alcoholism
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