Health Communications and Social Marketing for IPP

Health Communications and Social Marketing for IPP Sureyya E. Hornston, PhD, MPH Centers for Disease Control and Prevention (CDC), Division of STD Prevention, Behavioral Interventions and Research Branch Atlanta, GA May 17, 2007 Session Outline How does mind work? Facts and Realities  Effective Health Communication Efforts  Incorporating Social Marketing Principles  Resources  What’s next? Putting it all together  My Objectives:  Introduce effective health communications and social marketing principles Assist audience in starting to think like a “marketer” for future IPP initiatives  Newsweek and Discovery Channel Poll (2000)  83% of the respondents knew about the harmful effects of sugar and fatty foods 42% were seriously trying to improve their diets.  Only Things to ponder about… More information in the last 30 yrs. than in the previous 5000 yrs.  More than 4000 books published around the world every day.  As volume increases, is any of the information getting into people’s minds???  “Positioning” AND “Re-positioning”  MIND: The ultimate marketing battleground The better understanding of how mind works = the better “positioning” Positioning and re-positioning determine how people will think about your “Product/process/ idea” – Appeal via the benefits   Understanding the MIND   Minds are limited. Minds hate confusion and can lose focus easily. Minds are insecure.   Minds don’t change easily. Minds are limited   First, get through the “volume control” Second, the message is in short-term memory (Rule of Seven)  Third, it must be transferred to long-term memory (80% never gets transferred!) WHY?? Because, minds have to be selective. Message = Not interesting, not emotional.  Minds hate confusion and can lose focus easily. Information and data  More information = More confusion  Solution:  Bite size information that is easily understood and KISS  Focus on a few powerful information and drive it into the mind.  Minds are insecure Most people tend to do what others do  “Principle of social proof” Behavior is correct = others perform it This can be a conduit to influencing behaviors by:  Testimonials  Creating a “bandwagon” effect  Minds don’t change easily “Belief systems are important from the perspective of information, because beliefs are thought to provide the cognitive foundation of an attitude. In order to change an attitude, it is necessary to modify the information on which the attitude rests. It is therefore, necessary to change a person’s beliefs, eliminate old beliefs, or introduce new beliefs.” Attitudes & Perceptions by Drs. Petty and Cacioppo What can we do?  Effective Communication AND  Social Marketing can help… Effective health communication efforts Segment the general population and  Target specific audiences with specific health messages (Audience segmentation)  ONE SIZE DOES NOT FIT ALL! Benefits of audience segmentation     Effective use of resources Culturally competent, customized strategies Appropriate channels of communication Providing pportunity to establish partnerships with audience focus  Identification of the “easier to change” audiences (Diffusion of Innovations Theory) Segmenting the general population  Demographics Physical/Medical history  Behavioral characteristics (“Do’ers” versus “Non-Do’ers”)  Effective health communication efforts (Cont’d.)  Develop audience-centered messages with a “consumer perspective” and secure the attention of the “right audience”  Capture Effective health communication efforts (Cont’d.) Make messages crystal clear, and include easy action steps – appropriate for the audience’s stage of readiness Example:  Target audience at Pre-contemplation: No perceived risk/relevance - Increase awareness  Target audience at Contemplation: Promote benefits, minimize perceived costs  Effective health communication efforts (Cont’d.) For message delivery  Involve a multi-pronged “systems approach” (Different modes and channels)  Plenty of repeat messaging (One-time messaging does not work!) Effective health communication efforts (Cont’d.)  Base communication interventions on a behavioral theory or model using social marketing principles and techniques  Consider What is Social Marketing? Social marketing is...“The application of commercial marketing techniques to the analysis, planning, execution,and evaluation of programs designed to influence the voluntary behavior of target audiences in order to improve their personal welfare and that of their society.” Alan Andreason Social Marketing is… “the design, implementation and control of programs aimed at increasing the acceptability of a social idea or practice in one group of target adopters.” Philip Kotler and Gerald Zaltman Social Marketing is not…   Advertising Public relations    Slick packaging of communication materials Condom distribution Health education Difference between Health Education/Promotion and Social Marketing? Health education/Promo: Relays information, and educates individuals about a certain health issue END PRODUCT: Individuals who are educated  SM’ing: Focuses on “exchange of value,” “competition,” and careful audience segmentation END PRODUCT: Behavior change  Marketing “Marketing is co-existent with life. I offer something and you give me something back. Even in relationships, you are marketing yourself, because you want the other person to accept you.” Dr. Sydney Levy - University of Arizona Social Marketing: A Model for Interventions that Facilitate Change WHY THEY WANT TO DO IT Pricing Increasing knowledge Increasing benefits Decreasing barriers Improving self-efficacy Increasing social pressure or norms HOW YOU TELL THEM ABOUT THE WHAT, WHY, WHERE, AND HOW Promotion or Communication classroom teaching mass media messages media advocacy small group discussion patient/doctor interaction point of purchase displays community meetings worksite education ETC, ETC What is the health problem? What actions could reduce the problem WHO MUST ACT TO RESOLVE PROBLEM Target audience Stakeholder,group,or individual market research WHERE (HOW) THEY CAN DO BEHAVIOR Place community resources partnerships specific clinics product offering sites **may be where they learn how to do behavior (training) WHAT ACTION MUST BE TAKEN Product or Behavior describing the action in a way that is relevant to the target audience and helps fulfill some unmet need, but not contrary to science POLICY/RULES THAT INFLUENCE THE ACTION Policy, rules, legislation Methods we can use to increase social pressure, provide protection for public, create action by third parties, and create incentives for health enhancing policies Social Marketing as a Model for Interventions that Facilitate Change Dr. Susan D. Kirby, 1995 Social Marketing Elements    WHO needs to change WHAT must they DO WHY and WHY they might NOT do this behavior     WHERE or WHEN they will get access, learn how, or see new behavior HOW you will tell them about the WHO, WHAT, WHY, WHERE and WHEN  Intended Audience Specific behavioral objective Key factors influencing behavior in audience Interventions that address the behavioral influencing factors Communication component of intervention plans   Four P’s of Social Marketing  Product  Price  Place  Promotion • Pull & Push • Policy Four P’s of Social Marketing (Cont’d.) Product:  Tangible (e.g. Condoms, medication) (Behavior change among certain target audiences to do the intended behavior)  Intangible Four P’s of Social Marketing (Cont’d.) Price:  Direct cost of the product in $$’s cost of the product (psychological, social, situational)  Indirect Four P’s of Social Marketing (Cont’d.) Place:  Message dissemination (via electronic or print media, billboards, etc.) Going where the “customer” is  Product distribution  Four P’s of Social Marketing (Cont’d.) Promotion: Communicate to the target audience(s) that the product is worth the price. Other P’s of Social Marketing Pull & Push:  Two  strategies that work together “Push” is aimed at the “distributor”  “Pull” is aimed at the “consumer”  Reinforcing, synergistic effect Other P’s of Social Marketing Policy: What can be done at organizational level or at government level to support the changes we are striving for? Exercise One What is the “Price?” Everyone is tuned into… ….WIIIFM Everyone is tuned into… What Is In It For Me?? WIIIFM Everyone is tuned into… What Is In It For Me?? WIIIFM WIIIFM in Social Marketing  If you do X you will get Y X is a behavior Y is something valued by audience  tangible  intangible Incorporating WIIIFM Think from audience perspective  Address influencing factors from their perspective  Communicate from their perspective  Finding a MATCH between the desired program behavior and WHY the audience might WANT to do it  Whose Payoff?   Marketing Dept. of XYZ Company GOAL = $$ Does not tell audience to buy products, so the company will make $$  Understands audience  Fills an audience need  Tells audience how product fills their need Us: Health Education or Communication program   GOAL = Decrease incidence/(-)behavior Tells audience that numbers are bad and they need to be better  Tells audiences what to do without any audience view  Not framed acc. to audience’s needs Health is not an end in itself… It is a means to a valued end  Our job is to translate the value of a behavior into the audiences’ language vary greatly across people a major reason to segment populations  Values Exercise Two Whose Benefit? WIIIFM? Resources  STD Communications Database Research - Syphilis Elimination Effort (SEE) Toolkit  What is STD Communications Database? A web-based tool that enhances formative research http://www.cdc.gov/std/commdata/   Information on characteristics, knowledge, attitudes, behaviors, and practices (KABPs) of various target audiences and at-risk populations on matters relating to STDs What is “SEE Community Mobilization Toolkit?”   A toolkit containing audience-specific products Purpose: Give state and local health departments the tools to reach out and build necessary coalitions for syphilis elimination work WHO? - Selected target audiences  Policy  Health Makers/Opinion Leaders Care Providers Representatives  Community Methodology – How?    Literature review and “environmental scanning” Formative research Recruitment via “snowball” sampling technique Open-ended key informant interviews (238 interviews at nine sites) Data analysis   WHAT? - Research Questions severity of syphilis  Barriers and overcoming these barriers  Suggested messages, tones, spokespersons  Preferred methods and channels of receiving information  Relationship between HIV and syphilis  Perceived Findings A)Barriers to recognition of syphilis as an important PH issue and to garnering support:  Lack of awareness and knowledge about syphilis  Characterization of syphilis as a “second class disease” – Stigma  Lack of advocacy and spokespersons Barriers to recognition of syphilis as an important PH issue and to garnering support (Cont’d)  Difficulty of talking about matters relating to sex and STDs  Lack of funds and resources  Distrust of gov’t institutions  Separate approaches for each STD and HIV  Competition from other issues  Issues relating to reimbursement Findings B) Overcoming these barriers  Increase knowledge and awareness about syphilis among TA knowledge and awareness about syphilis in general public  Increase  Increase funding Findings C) Suggested messages, tones, spokespersons General theme: Fact-filled, serious tone emphasizing syphilis rates and consequences of syphilis “Get the facts out;educate people. You have to be blunt with them and correct the idea that syphilis is gone.” “There is nothing funny about syphilis” Suggested messages, tones, spokespersons (Cont’d.) Elected Officials preferred local community leaders  Opinion Leaders: Local and nat’l celebrities, political leaders as spokespersons  CBOs emphasized the importance of clergy’s role, and culturally sensitive messages  Suggested messages, tones, spokespersons (Cont’d.) HCP: Medical authority (Surgeon General, CDC, professional organizations)  Need for clarification of what syphilis elimination means  Simple treatment protocols and guidelines  Info. on prevalence, signs, symptoms  Relevance of syphilis to one’s practice  Guidance on sexual history taking Findings D) Preferred method/channels of receiving information  CBOs and community leaders: Internet and mass media, newsletters  HC providers: Professional literature and meetings, newsletters, other HCPs  Elected Officials: Internet, mass media, newsletters from authoritative sources Summary of Findings Main Gaps in Knowledge and Awareness  Signs and symptoms of syphilis “Syphilis is a disease of yesterday”   National Syphilis Elimination Plan What to do with these findings? Increase knowledge and awareness about syphilis among selected target audiences and in general public BY: Developing fact-filled, culturally sensitive communication materials with a serious tone for all target audiences AND facilitate community mobilization A Sampling of SEE Toolkit Materials  Community Mobilization Guide  Various brochures  Camera-ready print ads  Syphilis pocket guide and sexual history taking pamphlet for health care providers (HCPs) A Sampling of SEE Toolkit Materials (cont.)  Tip sheets  Contact lists (Local CBOs and Policy Makers)  MSM-specific materials Availability of SEE Toolkit Materials (Cont’d.)  On the web: http://www.cdc.gov/std/see/  CDC Warehouse (Order by phone or via the order form online) In summary… For each target audience segment     Identify benefits that matter to the target audience Consider ALL costs and barriers to the suggested behaviors Also consider the WIIIFM Make the suggested behavior easy to do or break it down to easy action steps based on the stage of readiness Deliver messages in a clear, uncluttered and uniform manner For message delivery, involve a multi-pronged “systems approach” with plenty of repeat messaging   CDC’s Commitment to You  Training  Technical assistance THANK YOU! Wrap up & Questions Exercise Three What’s next?