Download 490: Health Communication

Health Communication
JOMC 490
University of North Carolina at Chapel Hill
Fall 2016
Monday/Wednesday, 12:20-1:35
Halls of Fame
Dr. Seth M. Noar
Professor
School of Media and Journalism
Lineberger Comprehensive Cancer Center
Phone: 919-962-4075
Email: [email protected]
Office Hours:
382 Carroll Hall
Mondays 2-4
and by appointment
Course Objectives:
Health communication is a growing specialty in the field of communication. It is an
interdisciplinary field and one that is:
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

concerned with communication as it affects health, broadly defined.
informed by theories and methods from the two major branches of the
communication field: interpersonal and mass communication.
influenced by several related disciplines such as psychology, public health, medicine
and information and library science.
In this course we will study what health communication is 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, you will learn
frameworks for:
 analyzing the basic components of communication
 identifying theory-based principles and approaches for health communication
messages and campaigns
 studying and critiquing the application of these principles in real-world campaigns
 learning research methods unique to health communication research and practice.
You will complete a research paper that will enable you to explore, in depth, an area of
health communication that interests you.
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REQUIRED READINGS
1. Cho, H. (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 you should come to class having done the
readings, and you should actively contribute to class. 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. Some examples of what you could write about are as follows: “What do I think
about the author’s proposition that X message approach or X 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? What do I think about the explanation that a particular
theory provides? Or, some weeks you may want to tie the readings to your personal
experience, such as: How does my personal experience either confirm or deny what a
particular author is asserting? 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. (4 x 25= 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 4 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 me 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 10-14 page (double-spaced) paper on a health
communication topic of your choice. Specific guidelines for the paper will be distributed and
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discussed. A brief topic outline is due on September 26 (for approval), a detailed paper
outline is due on November 2 (50 points), and the final paper is due on December 5 (250
points). You must have your paper topic approved by me (from the 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
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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. You
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. You 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: You should 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, and please hand in hard copies of all written work.
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: 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.
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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.
The university’s honor code can be found here: http://honor.unc.edu
REASONABLE ACCOMMODATION POLICY: Anyone in this course who has a disability that
may prevent him or her from fully demonstrating his or her abilities should contact me 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 here: http://eoc.unc.edu/our-policies/ppdhrm/. 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. The MJ school also has a
significant commitment to diversity as described here: http://www.mj.unc.edu/diversityand-inclusion
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
8/24 (W)
Introduction to class
What is health communication?
-----
2
8/29
Introduction to health
communication; Process of
using communication for health;
Guiding models and frameworks
Audiences: segmentation and
targeting
RA chapter 1, 9,
21
8/31
3
4
5
9/5
9/7
NO CLASS – Labor Day
Tailoring health messages
9/12
Sensation seeking targeting
9/14
Sensation seeking targeting
9/19
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RA chapter 15, 17
Cho chapter 7;
Noar et al. (2011)
Cho chapter 13
RA chapter 14
Reaction Paper #1
due
Group Presentation
#1 (Truth campaign)
Fear and other emotional
appeals
Fear and other emotional
appeals
Cho chapter 3 & 4
RA chapter 11
Reaction Paper #2
due
Group Presentation
#2 (Montana meth
campaign)
9/26
The reasoned action approach
Cho chapter 2
RA chapter 2, 21
9/28
The reasoned action approach
*Campaign Topic
Outline Due
(The Real Cost
campaign)
10/3
Narratives and entertainment
education
Cho chapter 6
RA chapter 22
Reaction Paper #3
due
10/5
Narratives and entertainment
education
(exam review)
---
(Tips from former
smokers campaign)
10/10
Midterm exam
---
Midterm Exam
9/21
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WHAT’S
HAPPENING
6
9
10/12
NO CLASS – Yom Kippur
10/17
Go over exam
Cho chapter 1, 12
Stages of change and gain/loss
framing
10
11
10/19
Stages of change and gain/loss
framing
10/24
Social norms and social
influence
10/26
Social norms and social
influence
10/31
Public health branding
11/2
Public health branding
RA chapter 12;
Cialdini et al.
(2006)
Group Presentation
#3 (Above the
Influence campaign)
Evans et al.
(2002); McDivitt
(2003)
Reaction Paper #4
due
Group Presentation
#4 (Verb physical
activity campaign)
*Detailed paper
outline due
12
11/7
11/9
Communication channels
Communication channels
RA chapter 19
13
11/14
11/16
Formative research
Process evaluation
RA chapter 4
14
11/21
Outcome evaluation
RA chapter 6, 8,
13 & 15
11/23
NO CLASS – Thanksgiving
break
15
11/28
11/30
Outcome evaluation
GUEST SPEAKER – TBD
16
12/5
Wrap up (exam review);
Limitations and criticisms of
campaigns
RA 3, 23
*Final Campaign
Paper Due
7
12/7
Final Exam
Final Exam
*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.
Cialdini, R. B., et al. (2003). Crafting normative messages to protect the environment. Current
Directions in Psychological Science, 12, 105-109.
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 Economics.
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 – Above the Influence Campaign
Carpenter, C. S., & Pechmann, C. (2011). Exposure to the Above the Influence antidrug
advertisements and adolescent marijuana use in the United States, 2006-2008. American
Journal of Public Health, 101, 948-954.
Slater, M. D., Kelly, K. J., Lawrence, F. R., Stanley, L. R., & Comello, M. L. G. (2011).
Assessing media campaigns linking marijuana non-use with autonomy and aspirations: "Be
Under Your Own Influence" and ONDCP's "Above the Influence". Prevention Science, 12,
12-22.
Comello, M. L. (2013). Comparing effects of "my anti-drug" and "above the
influence" on campaign evaluations and marijuana-related perceptions. Health
Marketing Quarterly, 30, 35-46.
Group presentation #4 - VERB physical activity campaign
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Huhman, M., Heitzler, C., & Wong, F. (2004). The VERB™ Campaign Logic Model: A Tool
for Planning and Evaluation. Preventing Chronic Disease, 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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