--Marketing Social Change by Alan Andreason
(marketing technologies for behavior change)
--William Smith, EdD. Academy for Educational Development: non-profit in D.C. using marketing "for societal benefit"
--Social Marketing: Why should the Devil Have All the Best Tunes by Gerard Hastings PhD (www.ism.stir.ac.uk/index.htm)
what is social marketing? coordinated activities need to make desired behaviors FUN, EASY and POPULAR
-- addresses benefits (social, relational), self-efficacy, rewarding and real consequences to behaviors
-- Australian violence prevention efforts-- market research got abusers to come into the facility and re-frame thoughts regarding abuse
Four P's of Marketing (some elements incorporated from wikipedia
--Price: cost, dollars, psychological energy and time. this refers to the process of setting a price for a product, including discounts. the price need not be monetary - it can simply be what is exchanged for the product or services
--Products: the product aspects of marketing deal with the specifications of the actual goods or services, and how it relates to the end-user's needs and wants. the scope of a product generally includes supporting elements such as warranties, guarantees, and support.
--Promotion: this includes advertising, sales promotion, publicity, and personal selling, branding and refers to the various methods of promoting the product, brand, or company.
--Place: where the message is seen. where decisions regarding message will take place. "leads you to offer services or products in a location and manner that it is convenient and pleasant for the target audience. leads you to offer information when and where the audience is already thinking about your issue. for examle, offering immunizations in a neighborhood mobile clinic, or placing condom vending machines in club or bar bathrooms.
education targets unaware of problem
social marketing targets aware of problem, facing barriers
policy and laws targets aware of problem, but entrenched in habits
research theories:
-- theory of planned behavior
-- locus of control
-- "deep insights"
-- social determinants of health
The Stages of Change (from wikipedia)
The TTM (for review, see Prochaska & Velicer, 1997) explains intentional behavior change along a temporal dimension that utilizes both cognitive and performance-based components. Based on more than two decades of research, the TTM has found that individuals move through a series of stages—precontemplation (PC), contemplation (C), preparation (PR), action (A), and maintenance (M)—in the adoption of healthy behaviors or cessation of unhealthy ones (Prochaska & Velicer, 1997).
Pre-Contemplation is the stage in which an individual has no intent to change behavior in the near future,usually measured as the next 6 months. Precontemplators are often characterized as resistant or unmotivated and tend to avoid information, discussion, or thought with regard to the targeted health behavior (Prochaska et al., 1992).
Contemplation stage. Individuals in this stage openly state their intent to change within the next 6 months. They are more aware of the benefits of changing, but remain keenly aware of the costs (Prochaska, Redding, & Evers, 1997). Contemplators are often seen as ambivalent to change or as procrastinators (Prochaska & DiClemente, 1984).
Preparation is the stage in which individuals intend to take steps to change, usually within the next month (DiClemente et al., 1991). PR is viewed as a transition rather than stable stage, with individuals intending progress to A in the next 30 days (Grimley, Prochaska, Velicer, Blais, & DiClemente, 1994).
Action stage is one in which an individual has made overt, perceptible lifestyle modifications for fewer than 6 months (Prochaska et al., 1997).
Maintenance: these are working to prevent relapse and consolidate gains secured during A (Prochaska et al., 1992). Maintainers are distinguishable from those in the A stage in that they report the highest levels of self-efficacy and are less frequently tempted to relapse (Prochaska & DiClemente, 1984).
what affects behaviors?
-- attitudes, self-efficacy, locus of control, knowledge and perceptions of risks and benefits, access, skills, actual consequences, cultural beliefs, policies, etc.
insight: research must be done to understand targets' hopes, fears, needs, wants, perceptions of risks, etc.
competition: what competes against the desired behavior?
"intrinsic rewards will last longer than extrinsic rewards"
"our behavior is only partially under our control"
best practices resources
-- CDCynergy: Social Marketing
-- Healthy Campus 2010
-- Standards of Practice
-- American College Health Association
"people need to hear or see a message 11 times for that message to stick"
-- CDC
questions to answer:
"what is occurring?"
"what should be occurring?"
"who is affected and to what degree?"
"what could happen if the problem is not addressed?"
"what are our gaps and assumptions?"
"Health is not the benefit" --> health is a tool that allows other things to be done. Marshall Kreuter
Marshall Kreuter on "Health is not the benefit"
from transcript (accessed 5/19/2008)
I think first of all one of the important principles, let’s say philosophic points of view about public health and program intervention is that health itself is an instrumental value that gets you to something else that is more important, to an ultimate value. Most people don’t walk around their communities thinking about how healthy I am. They think about working, they think about things like their families—ultimate values. And I think the extent to which public health can link what it does with those ultimate values is the extent to which they can develop partnerships and actually get things done. For example, we have to realize every school program is beset with requests from cancer advocates, from asthma advocates, from every topical area to say “please do this in your school to improve the health of children. Well that’s a good point of view, but the role of the school principal for example is to make sure that kids in the 6th grade get to the 7th grade get to the 8th grade and so forth. So that when you frame the health issue, it ought to be in the sense of the benefit and the value added that it gives to the purpose and progress of education. So I think in that regard when you think about why we do health it for a larger and more important reason, and in that regard then you can see about how we work in the worksite, how we work with people in a clinical setting for preventative activities, particularly around health education and health behavior, so models I think should be aware that there’s a larger thing to do besides health. And then when you get to the health issue you can make that connection and people are going to be more willing to make that connection and say yes that’s an investment worth making.
