Communication Campaigns Information Guide: Resources for Prevention Practitioners, Lecture notes of Communication

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Communication Campaigns

Information Guide Series

Division of Mental Health, Developmental Disabilities, and Substance Abuse Services 1/1/

Communication Campaign Information Guide

The Communication Campaign Information Guide was developed as a means to provide resources for prevention practitioners in addition to training opportunities. The Centers for Prevention Resources offers classroom-based and online training throughout the year.

This Guide identifies toolkits, books, videos, websites and other resources for providers needing immediate professional development resources and information on Communication Campaigns.

Thank you for your dedication to ensuring effective Communication Campaigns that are grounded in prevention best practice. We believe your hard work in this area will improve the lives of children, youth and communities across the state. Your work is meaningful, important and necessary in the promotion of healthy, drug-free communities.

The Center for Prevention Resources will offer a “Developing and Implementing Successful Communication Campaigns” training which provides more information about how to plan for and implement this strategy.

Comments and Suggestions

This information guide is a draft version. Prevention practitioners are encouraged to provide comments and suggestions on the information and guidance provided in this document to:

Sarah Potter Community Wellness, Prevention, and Health Integration Team Leader N.C. Department of Health and Human Services Division of MH/DD/SAS Sarah.Potter@dhhs.nc.gov

Communication campaigns have successfully been used to change youths’ attitudes, beliefs, and behavior regarding tobacco, alcohol, and marijuana use:

• Increase in adult conversations with their children about tobacco, and decreased parental use of tobacco.
• Increase in anti-tobacco attitudes among youth and decrease in youth tobacco use.
• Decrease in past-30 day tobacco use among youth.
• Increase in more accurate perceptions of peer tobacco use.
• Reductions in youth marijuana use.

Evaluations of social norms marketing among college populations have demonstrated changes in perceived peer alcohol use as well as decreases in actual alcohol use:

• Decrease in perceptions of alcohol use, binge drinking, and past-30 day alcohol use.
• Reduction in normative perceptions of alcohol use.
• Increase in percentage of students who correctly identified campus drinking norms.
• Decrease in drinking frequency.
• Decrease in both perceived peer binge drinking and actual self-reported binge drinking.

HOW DO YOU IMPLEMENT THIS APPROACH?

Utilizing a step-by-step process model will help to insure that all key steps are taken and that the program keeps on track. It steers practitioners through a process of planning, implementation and evaluation phases, steps and tasks that are often necessary for program success. The Developing and Implementing Successful Communication Campaigns training, offered through the Centers for Prevention Resources details the following four phase model:

1.Planning Phase 3. Implementation Phase

• Conduct a resource assessment
• Gather information
• Pinpoint the issue
• Develop a timeline
  • Launch campaign
  • Initiate marketing plan
  • Reinforce media campaign with interactive strategies

2. Strategy Development Phase 4. Evaluation Phase

• Explore message distribution
• Develop a marketing plan
• Identify your brand
• Develop message(s)
• Design materials
• Pilot test concepts and materials
• Conduct process evaluation
• Conduct outcome/impact evaluation
• Make refinements, continue to the planning phase

WHAT ARE THE IMPLEMENTATION STANDARDS FOR THIS APPROACH?

The following standards must be applied when implementing a communication or social norms approach:

• Participate in a Division sponsored or approved Communication Campaign training.
• Implement the campaign for a minimum of nine consecutive months.
• Secure support and/or participation from those community sectors that are responsible for providing access to the target audience.
• Collect baseline survey data from a representative sample of the target audience.
• Collect survey data at least once every two years to aid in the refinement of campaign messages and measure progress toward the achievement of the campaign objective(s).
• Develop a minimum of one objective using the baseline data collected from the target audience. Each objective should specify direction of change (increase or decrease), specify focus of change, identify the specific target audience, and be measurable from the data sources.
• Develop and release campaign materials, consistent with your project objective(s), to be released at least once every 6 weeks.
• Ensure that campaign materials do not include moral or fear appeals and do not focus on the long-term risks and harm associated with ATOD use.
• Disseminate campaign materials using a minimum of two message distribution sources.
• Distribute messages through sources that are popular and credible with the target population.
• Distribute messages using supplemental methods such as contests, presentations, sponsored events and/or promotional items, at least once every 3 months.
• Gather feedback on campaign messages and materials from a representative sample of the target audience.

WHAT REFERENCE MATERIALS ARE AVAILABLE?

BOOKS

The Basics of Social Marketing: How to Use Marketing to Change Behavior Turning Point Social Marketing National Excellence Collaborative. This is a stand-alone tool to help practitioners apply effective social marketing to public health programs and practices. The publication can be downloaded from: http://socialmarketingcollaborative.org/smc/pdf/Social_Marketing_Basics.pdf

Early and Often: How Social Marketing of Prevention Can Help Your Community Jaker, J. This resource guide is rich with information and specific examples of effective social marketing messages for substance abuse prevention.

A Field Guide to Designing a Health Communication Strategy

O’Sullivan, G.A., Yonkler, J.A., Morgan, W., and Merritt, A.P. Baltimore, MD: Johns Hopkins Bloomberg School of Public Health/Center for Communication Programs, March 2003.

SOCIAL NORMS MARKETING

OVERVIEW

The Social Norms Marketing section of this resource guide will provide you with general information about this approach and references to appropriate tools, guides, books and websites that will serve as a starting point for planning and implementing this approach in your community.

DEFINITION

Social Norms Marketing Campaigns are communication campaigns which utilize marketing techniques to change misperceptions regarding audience behavior, and ultimately change behavior by communicating accurate group norms of the specified audience. They are environmental prevention strategies. The social norms strategy is to gather credible data from a target population and then, using various communication strategies, provide accurate information about their behavioral norms and protective/avoidance strategies.

THEORY

The theory behind the approach states that much of people’s behavior is influenced by their perceptions of how other members of their social group behave (i.e. young adults are more likely to drink alcohol if they think most young adults drink). When applied to teen substance abuse prevention, social norms marketing campaigns are based on the following principles:

• Most teens think most of their peers use ATOD, when in fact, most do not.
• Most teens make decisions and act based on how they believe the majority of the peers behave; therefore, the misperception that most teens use ATOD leads to higher rates of use.
• When facts, such as, “Most teens choose not to use ATOD,” are provided to youth, they are more likely to choose not to use those substances in order to conform to the actual norm.

MISPERCEPTIONS

When planning a social norms marketing campaign it is also important to consider the effect misperceptions have on the target population:

• Typifying substance using behavior as indicative of a person’s common behavior (even if only observed once)
• Fostering the belief that unusual or vivid substance using behaviors are more common than it is,
• Sensationalizing and glamorizing the substance using behavior.

WHAT REFERENCE MATERIALS ARE AVAILABLE?

BOOKS

Guide to Marketing Social Norms for Health Promotion in Schools and Communities Haines, Michael P. et al. National Social Norms Resource Center, 2005. Provides a theoretical overview as well as step by step tasks for implementing a social norms marketing intervention in high school and community settings. The complete guide can be found online at http://www.socialnormsresources.org/pdf/Guidebook2.pdf

How to Use Social Norms Marketing to Prevent Driving After Drinking Linkenbach, J.W. Montana State University – Bozeman, 2006. This toolkit provides step-by-step guidance and concrete tools for implementing a social norms marketing campaign to prevent driving after drinking based on lessons learned. Available for purchase at www.mostofus.org

TOOLKITS

Tool Box MOST of Us. Contains specific protocol for conducting social norms marketing utilizing the 7-Step Montana Model on Social Norms Marketing. The complete guide can be found online at: http://www.mostofus.org/resources/practitioners-tools/

ARTICLES

Perkins, H. Wesley. (1997) “College Student Misperceptions of Alcohol and Other Drug Norms Among

Peers: Exploring Causes, Consequences, and Implications for Prevention Programs.” Designing Alcohol and Other Drug Prevention Programs in Higher Education: Bringing Theory into Practice. Newton, MA: The Higher Education Center for Alcohol and Other Drug Prevention. The complete article can be found online at: http://alcohol.hws.edu/perkinstheorychapter.pdf

VIDEOS

“The Truth about Teen Alcohol Use 101” – A Social Norms Video for High Schools. Discover Films, 2002. This 25-minute video presents students at a high-school reacting to a social norms media campaign and sharing how it is empowering for responsible non-users. The video can be purchased at http://www.discover-films.com/store/catalog/Alcohol-p-1-c-3.html or by calling 1.888.649.6453.

WEBSITES

The Alcohol Education Project The Alcohol Education Project of Hobart and William Smith Colleges uses research, education and social norms about alcohol and other drugs to promote health and well being nationwide. http://alcohol.hws.edu/

PLANNING AND STRATEGY DEVELOPMENT PHASE

OVERVIEW

This section of this guide will provide you with general information about the planning and strategy development phases of developing and implementing communication campaigns, as well as references to appropriate information, tools, guides, books and websites that will serve as a starting point for planning/developing a communication campaign in your community.

DEFINITION

The first two phases are essential to an effective communication campaign.

Planning Phase The planning phase is important because it lays the foundation for the remaining phases and steps in the process. It is important to create a solid foundation during this phase; one that is based on commitment from key stakeholders, valid and sufficient data, and realistic objectives and timelines. Planning steps include:

• Assess resources available for developing a project team, collaborations and a budget.
• Gather information about the environment and target audience.
• Analyze data and determine project objectives.
• Develop a timeline.

Strategy Development Phase The strategy development phase determines how you will achieve your project objectives. During this phase, the marketing plan is developed and the “face” of the campaign is planned – including the brand, messages and materials. The ideas, opinions and feedback of the target population(s) are a very important aspect of this phase. The steps to be completed in this phase of the process include:

• Explore all useful and credible ways to distribute the message with the target audience.
• Develop a marketing plan that details when and where messages/materials will be distributed.
• Identify a brand that symbolizes or readily identifies your campaign.
• Develop messages that will achieve desired results.
• Design materials that are appealing and credible to the target audience.
• Pilot test messages and materials with a representative sample of the target audience.

PLANNING PHASE STANDARDS

The following planning standards for Communication Campaigns were developed based on an extensive review of research literature and lessons learned to help translate research into everyday practice:

1. Each prevention staff member, assigned to the program activity, completes a Division approved Communication Campaign training.
2. Secure support and/or participation from those community sectors that are responsible for providing access to the target audience.
3. Collect baseline survey data from a *representative sample of the target audience.
   • Baseline data cannot be more than 2 years old during planning or implementation.

• When conducting a parent campaign, data can be collected from the youth of the targeted parents.

4. Develop a minimum of one objective using the baseline data collected from the target audience. Each objective should: - Specify direction of change (increase or decrease) - Specify focus of change - Identify the specific target audience - Be measurable from the data sources collected during the planning phase
5. Develop a written project timeline for the planning and strategy development phases which outlines:
   • Steps/tasks to be completed
   • Projected deadline for each step
   • The person(s) responsible
6. Identify message distribution sources that are popular and credible with the target population.
7. Develop a written marketing plan for the implementation phase which includes:
   • All message/material distribution sources (ads, posters, promotional items, presentations etc.). See implementation standards 11, 12, and 16.
   • Estimated distribution/delivery dates. See implementation standard 13.
8. Develop campaign materials, consistent with your project objective(s), to be released at least once every 6 weeks. See implementation standard 14.
9. Ensure that campaign materials:
   • Do not include moral or fear appeals
   • Do not focus on the long-term risks and harm associated with ATOD use
10. Gather feedback on campaign messages and materials from a representative sample of the target audience during both the planning and implementation phases (e.g., focus groups, ballot voting, etc.).

WEBSITES

Above the Influence is a National Youth Anti-Drug Media Campaign to help teens stand up to negative pressures or influences. http://www.abovetheinfluence.com/

The Ad Council produces, distributes and promotes public service campaigns on behalf of non-profit organizations and government agencies in issue areas such as improving the quality of life for children, preventive health, education, community well being and strengthening families. http://www.adcouncil.org

IMPLEMENTATION AND EVALUATION PHASE

OVERVIEW

This section of this resource guide will provide you with general information about the implementation phase of communication campaigns and with references to appropriate information, tools, guides, books and websites that will serve as a starting point for implementing/evaluating a communication campaign in your community.

DEFINITION

The last two phases outlined in Prevention First’s Developing and Implementing Successful Communication Campaigns training help practitioners plan their campaign.

Implementation Phase During this phase, the campaign is launched and the marketing plan is implemented. The marketing aspect of the campaign is usually reinforced and supported with interactive strategies in order to increase the impact. The steps to be completed in this phase of the process include:

• Launch the campaign with targeted media placement, a press release and/or a press conference
• Initiate the marketing plan
• Reinforce the media aspect of the campaign with interpersonal strategies

Evaluation Phase This phase involves conducting process and outcome evaluation (monitoring the process of the program and evaluating effectiveness). Process evaluation should begin at the start on the implementation phase, and continue throughout the life of the program. Outcome evaluation helps to measure the impact of the campaign and does not occur until the campaign has been implemented with fidelity and over a sufficient amount of time. The evaluation informs the refinement and campaign continuation process. The steps to be completed in this phase of the process include:

• Conduct process evaluation
• Conduct outcome evaluation
• Make refinements and continue with the planning phase

IMPLEMENTATION AND EVALUATION PHASE STANDARDS

The following standards are for Providers that have already demonstrated the planning standards and are implementing a Communication Campaign:

11. Implement the campaign for a minimum of 9 consecutive months.