COMM 581
The Media in
Social Services:
Design &
Evaluation
of Campaigns

Inoculation
Elaboration
McGuire's Chain
Education Campaigns
Social Marketing
Segmentation
Stage Theories
Health Belief
Persuasive Verbiage
Fear Appeals
What Works?
Reasoned Action
Spokesperson
Different Ages
Source Factors
Cog Dissonance
Channels
Narrative
Advertising
Social Learning
AZ Recycle PSA
Map

• Maibach & Parrot (1994). Designing Health Messages: Approaches from Communication Theory and Public Health Practice. (Referred to as M&P)
• Rice & Atkin (1989). Public Communication Campaigns. (Second edition). (Referred to as R&A)
• Siegel & Dover (1998). Marketing Public Health: Strategies to Promote Social Change. (Referred to as S&D)

Instructor: Dr. Kelton Rhoads
USC Office Phone: (unknown!); USC Office Room: (ASC 224)
USC Office Hours: Wednesday 5:45-6:45 & by appointment. Phone appointments & email encouraged.
Work Phone (9am-5pm only, see hardcopy)
Class Time: Wednesday 6:45-9:30; Class Location: ASC 225

This course will examine how messages are successfully communicated from social service organizations to various audiences. We'll examine the persuasion, compliance, and marketing tactics that underlie successful media interventions in areas such as: anti-smoking, crime prevention, safer sex, immunization intervention, along with others. We'll learn how to design and evaluate campaigns that attempt to modify behavior. This class will also provide a theoretical and contextual framework for analyzing how and why some campaigns are successful, and others aren't.

This graduate class will be conducted as a seminar, so substantive participation and regular attendance is required. Attendance will be taken for each class and tardiness or absence will have a significant bearing on your grade. Assignments are expected to be completed on time.

Sept 1

Topics

Introduction to Topics, Survey

Reading

None

Sept 8

Topics

History of Media Campaigns

Examples of Media Interventions

Reading

R&A, Chapter 1 (History)

Presentations

Resistance Theories & McGuire's Inoculation Theory --- Rhoads

Sept 15

Topics

Persuasion & Compliance I

Reading

R&A, Chapter 10 (The Stanford Studies)

S&D, Chapter 7 (A Health Program Case Study)

Presentations

Framing --- Rhoads (see)

Sept 22

Topics

Persuasion & Compliance II

Reading

M&P, Chapter 2 (Models, Heuristics, Probabilities)

R&A, Chapter 12 (Persuasive Approaches: AIDS)

Presentations

Central vs. Peripheral Thinking (ELM) --- Alexander

McGuire's Chain of Persuasion --- Braud

Sept 29

Topics

Social Marketing I

Reading

R&A, Chapter 3 (The Audience)

S&D, Chapter 2 (Challenges to Social Marketing I)

Presentations

Knowledge Campaigns: Success or Failure? --- Barot

Social Marketing --- Chin-yu & Rhoads

Oct 6

Topics

Social Marketing II
Stage Theories of Behavior

Reading

S&D, Chapter 6 (Social Marketing)

R&A, Chapter 4 (Social Marketing)

Presentations

Segmentation Strategies --- Lafoon

 

Oct 13

Topics

Theories & Models

Reading

M&P, Preface & Part I (Theory-driven Approaches)

M&P, Chapter 8: (A "Model Soup")

Presentations

Health Belief Model (HBM) --- Watson-Currie

What constitutes "Persuasive Verbiage"? --- Alexander

Oct 20

Topics

Planning the Campaign

Discuss the Final Project

Reading

S&D, Chapter 10 (Planning the Campaign)

R&A, Chapter 5 (Planning Health Campaigns)

Presentations

What works, according to the health PSA experts? --- Braud

Fear-based Messages --- Barot

Oct 27

Topics

Formative Research I

Reading

S&D, Chapter 3 (Formative Research)

M&P, Chapter 9 ("American Responds to AIDS" Campaign)

Presentations

Todd Rosin: Director of Communications, United Way

Nov 10

Topics

Formative Research II

Reading

R&A, Chapter 6 (Pretesting)

S&D, Chapter 16 (Pretesting)

Presentations

Theory of Reasoned Action (TRA). --- Watson-Currie

Who's the Best Spokesperson: a Peer or a Superior? --- Lafoon

 

Nov 17

Topics

Monitoring

Reading

S&D, Chapter 17 (Monitoring)

Presentations

American Heart Association: Lisa Jones-Barker & Kirk Kleinschmidt
What Communication Strategies Work Best for Different Ages? --- Chin-yu

 

Nov 24

Topics

Evaluation I

Reading

R&A, Chapter 7 (Evaluation & Design)

S&D, Chapter 18 (Evaluation)

Presentations

Source Factors in Persuasion --- Barot
Cognitive Dissonance Theory --- Alexander

Dec 1

Topics

Evaluation II

Reading

R&A, Chapter 8 (Evaluation)

Presentations

Which Media Channels Should We Use? --- Braud
The Role of Narrative in Pro-social Messages --- Chin-yu

Dec 8 (Last Day of Class)

Topics

What Should We Expect from Campaigns?

Reading

R&A, Chapter 16 (Media Effects & Social Problems)

Presentations

Bandura's Social Learning Theory (SLT)--- Watson-Currie

Population Information: Where to Find Demographics? --- Lafoon

Dec 15

Final Project Due

Throughout this class, we will be collecting and sharing useful information regarding the media in social services. Each of you will become an expert in (three) specific areas, and will be asked to share your expertise with the class. You'll get 'up-to-speed' on a particular topic, filter and organize that information so that you can communicate the latest thinking on the topic in a clear and streamlined fashion, and assemble and distribute an information package so the rest of us can benefit from your expertise. These information packets will allow the rest of us to quickly understand the important topics, theories, appropriate usage, and references.

Each (individual) packet will consist of:

1) A summary of your topic, which will also be the basis of your oral presentation. This summary should be from 4-6 single-spaced pages in length, and give an overview of your topic. (It's a summary, so no fluff!) Attempt to give your summary an interesting opening, by briefly demonstrating a problem to be solved, illustrating a need, or telling a brief story. In other words, your introduction should make your reader want to read your summary. If your topic doesn't naturally support a flowchart (see 3 below), your summary should close with a brief recap of your main points, so others can quickly scan the final paragraph of your report to recall its contents.

2) Graphic representations (if the topic permits), including graphs, diagrams, and other visuals that make your topic clear. (These may be additional pages in your report, or appended to it. I'd like these graphics as quality JPEGs, if possible.)

3) A flowchart (if appropriate-not all topics will allow a flowchart to be created) that describes when, how, and under what circumstances to utilize the information you're presenting. Many of the topics we'll be exploring tell us when, when not, and under what conditions to use certain communication, marketing, and influence tactics. The flowchart should capture this information. (I'd like a JPEG if possible-if not, a clean hardcopy will do.) If you feel your topic isn't "flowchartable," then provide a bulleted outline as a summary.

4) Photocopies (OCRs are even better because they're searchable!) of approximately 4-6 of the most important pages from your readings on the topic. You'll make these available so your colleagues can quickly scan portions of the important texts you've read, so they can get up to speed. (Don't photocopy material from the texts for this class, we've already got those-save those trees.)

5) An annotated bibliography of at 4-8 sources you reviewed to make your presentation. Your bibliography can be on the low end (4) if you are thoroughly digesting large amounts of information (books or large chapters); it should be on the high end (8) if you are surveying a number of journal articles or short chapters. (If you've got questions, talk to me before you complete your survey.) You should a) summarize and b) critique each source in the annotated bibliography.

6) Make your findings available to me electronically. At minimum, your executive summary and annotated bibliography should be available as computer text files, preferably sent to me by email (but in text or RTF format on computer disk otherwise). Send me your completed materials via email a day or two after you have presented them in class. It may be that class discussions cause you to modify elements in your presentation.

I may (may! no promise) assemble your work into a web-ready format so you can have a searchable reference shortly after class has ended.

The above guidelines are for individual topics. Topics that are explored with a partner should present 50-75% more information. Please submit an outline of your presentation to me (via email) five days (that is, the Friday before the Wednesday) you present. Finally, you (and possibly a partner, depending on the topic) will present your summary and your findings to the class. Presentation time allotted: 20 ­ 40 minutes for a single topic, depending on the size of the topic.

The 3 presentations are worth 60% of your grade.

Approximately two chapters of reading are assigned per class period. Please read and respond to these chapters before you come to class, so we can have informed discussions about the topic we're examining. In response to the assigned readings, write (at minimum) a single-spaced, half-page's worth of comments and questions for each assigned chapter. These should represent questions and opinions you've formed while reading, and ideas you'd like to discuss in class. Where it makes sense to do so, please integrate, compare, and contrast with material we've already covered. (You're responses allow me to confirm that you've read, considered, and integrated the reading assignments.) Email your paragraphs to me at xxxxx@xxx.edu by Wednesday noon at the latest, so I can have your comments before class time. A discussion class such as ours requires your presence, so attendance counts. So does punctuality in meeting deadlines! I'm certain that none of you will ask me to make special allowances or modifications that give you an advantage relative to the rest of the class, and I appreciate that. Unavoidable modifications will typically mean more work for both of us. Participation is worth 15% of your grade.

Your final project will be to design or review a media intervention around a topic of social import. Your "informational backdrop" includes the information we've read and discussed in class, plus the presentations that have been made by your colleagues. This is your chance to pull together all the strategies, theories, examples, designs, and procedures we've examined in class. You'll need to either design or review (depending on the project you've chosen) a campaign that's either hypothetical or real. Hypothetical campaigns allow you to explore your area of interest; real campaigns give you more "real-world" experience, the chance to meet campaign designers, and the opportunity to put something important on a resume. It's your choice; you'll have to decide what's most important to you. All I request is that you settle on a topic by the end of November. The final project should be a minimum of 20 double-spaced pp. in length (not counting the title page or the bibliography, which should contain a minimum of 10 citations.) Since 20 pages isn't a lot of space in which to design a campaign, you may wish to outline some portions of your paper for the sake of brevity. Even though it's OK to outline some portions of your paper, such as specific steps to take in the planning process, the paper as a whole should be engaging and easy to read, with attention paid to grammar, spelling, and good writing skills--of course! If you have difficulty with writing, be sure to visit the writing lab or have someone who is skilled in writing read your paper before handing it in. I'm trying to prepare you for the real world, where presentation counts! Be as careful in writing the paper for me as you would for a client.

Elements of your design or review should include the elements of campaign design found in Siegel & Doner, p. 226. Here's my version of their list:

• An analysis of the existing situation. What are the behavioral problems you wish to solve? What are the competing behaviors? What interventions are likely to be successful?
• What is your statement of goals and objectives?
• How do you plan to segment your audience (or what segmentation strategies were used/would be appropriate)? How will you treat your segments differently or the same?
• A description of your target audiences: what are their needs, desires, values? How are those needs, desires, & values being met currently?
• How will you frame (or, how does/should the current campaign frame) the behavior you're advocating to reinforce core values?
• What's the strategic plan? Address product, price, place, promotion, and partners.
• What theoretical models will you use to develop your campaign (or, what theoretical models were used/could have been used)? What principles of persuasion apply? How can they be (or could they) be implemented?
• Develop (or analyze) the communications strategy. How should these communications be delivered (or, how were the delivered/how could they have been delivered)? Are different messages appropriate for audience members in different stages?
• Describe how you'd test concepts (or, review/propose testing for concepts).
• Describe how you'd evaluate (or, review/propose evaluation for) the campaign.
• If you're conducting a review, what refinements would you suggest for the next campaign? This final element should be a substantial proportion of a campaign review.

I would like to see an outline for your project by December 8. A final note for students who choose to conduct a review of an existing campaign: Be certain to implement point 5 above for your own work--remember that your review must align with your client's values, or it won't be read. Be honest, balanced, supportive, and thoughtful in your review. Attempt to provide information and value, not merely criticism, in your report. Also, please remember that this paper must distill the information we've explored in this class, and not simply be a product of your previous experiences.

The final project is due December 15, the last day of class. The final project is worth 25% of your grade.

If you would like to have the entire collection of class presentations on CD-ROM, please give me a blank, recordable CD (CDR), and I'll make you a CD-ROM over the Christmas break.

Copyright © 1999 by Kelton Rhoads, Ph.D.
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