Transcript Methods of health promotion pp

Exam Question
• With a partner (Kieran & Olly, Alex & Vicky,
Martin, Vicky & Keyleigh)
• Using the issue of reliability evaluate
research into two studies of health belief
(15)
Methods of health promotion
G543
Write down a list of media
campaigns related to health
promotion
• Evaluate these and explain reasons why
they may work and reasons why they may
not.
Describe problems associated with
researching the effectiveness of
media campaigns
Media Campaigns Cowpe (1989) –
chip-pan fires
• Public information films on television often
tell us to do very sensible things like fit
smoke alarms.
• They might well affect our attitudes.
• But do they affect our behaviour?
• It is possible to estimate changes in behaviour
by comparing accident rates before and after an
advertising campaign.
• Cowpe (1989) looked at the effectiveness of a
series of advertisements about the dangers of
chip pan fires.
• Before the advertisements, people were asked
about this hazard and most of them claimed that
they always adopted safe practices.
• However, the statistics from fire brigades about
the frequency of chip pan fires and the
descriptions by people of what they should do
suggested that their behaviour was not as safe
as they thought.
• A television advertising campaign was
developed and broadcast showing dramatic
images of exactly how these fires develop, and
how people should deal with them.
• The adverts ended with a simple statement,
such as ‘Of course, if you don’t overfill your chip
pan in the first place, you won’t have to do any
of this’.
• By comparing fire brigade statistics for the areas
which received the advertisements, and those
for the areas which did not, the advertisers found
that the advertisements had produced a 12%
reduction in chip pan fires.
• Surveys taken after the series of advertisements
showed that people had more accurate
knowledge about what they should do in the
event of a chip pan fire than before.
• The implication from this report is clear.
Public information films and health
promotion advertisements are most
effective if they contain information about
what to do rather than what to think or
what to be scared of.
• Just in case you’re interested, the way to
deal with a chip pan fire is to cover it with
a wet towel. If you just pour water on it
you’ll get the blaze shown in the picture.]
Evaluation
• Self-efficacy:
• The studies show that if people know what to do
and are confident in their ability to do it, then
they can take appropriate safe decisions.
• Usefulness
• ?
• Refer to the health promotion section,
particularly self-efficacy (the opposite of learned
helplessness)
Pause for thought…
• List the different extraneous variables that
could have influenced the results…
Exam Question
• With a partner (Kieran & Olly, Alex & Vicky,
Martin, Vicky & Keyleigh)
• Using the issue of reliability evaluate
research into two studies of health belief
(15)
Legislation
•
On the 1st July 2007 legislation was passed to ban
smoking in all enclosed public places and workplaces.
On the 1st October 2007 the legal age for buying
cigarettes increased to 18.
•
What affect has this legislation had? Is it an
effective way to change health behaviour?
•
What other health legislation has been put in place
recently? Use the internet to find further
examples.
A3 paper, mind map with ‘Bicycle
study’ in the middle of your page
Dannenberg
• Bicycle helmet laws and educational
campaigns
Aim
• A review of the effects of passing a law
requiring all children to wear cycle helmets
Methodology
• Natural experiment
• Laws passed in Howard County
• Children under 16 to wear approved
safety helmets
Participants
• Children from 47 schools in Howard
County (and two control groups,
Montgomery county, who already had a
campaign to promote bicycle safety and
Baltimore County)
• Age groups were selected (9-10, 12-13,
14-15)
• 7322 children were sent questionnaires
Design
• Independent
• Naturally falling into one of the three
counties
Procedure
• Questionnaires containing 4 point likert
scale
• Questions included focus on bicycle use,
helmet ownership, and use, awareness of
law, sources of information about helmets
and peer pressure
Findings
• Response rates between 41 – 53% across
the three age groups and counties
• Changes in wearing cycle helmets:
• Howard County - 11.4 to 37.5%
• Montgomery County – 8.4 to 12.6%
• Baltimore County – 6.7 to 11.1%
Findings
• Young children increased their usage the
most (but was that the child or the
parent?).
• 87% of children (9 – 15) in Howard County
were aware of the law
• 38% had worn helmets on their last ride
Conclusions
• Large increase in the reported rate of
cycle helmet wearing
• Legislation works
• No major increase in the other two
counties even though one has a
campaign.
• Legislations are more effective than
educational campaigns
Validity checked
• Results correlated with an observational
study on helmet wearing .
• Similar rates of cycle helmet usage
observed
Evaluate the study
Fear Arousal
• Does this method work in health
promotion? What do you think?
• Design a study for fear arousal and its
links to communication about health
related issues
Study 6
• Janis & Feshbach (1953): Effects of Fear
Arousing Communications
Aim
• To study the motivational effect of fear
arousal in health promotion
communications
Sample:
• The entire freshman class of a large
Connecticut high school (mean age 15)
with roughly equal males and females.
Procedure:
• Participants were divided into four groups.
• Three of the groups were given a 15-minute illustrated
lecture on tooth decay and the importance of oral
hygiene.
• The fourth group acted as a control
• The three experimental groups were given different
forms of the lecture:
- Strong fear: emphasising the painful consequences of
tooth decay and gum disease.
- Moderate fear: the dangers were described in a milder
and more factual way.
- Minimal fear: the consequences of tooth neglect were
rarely mentioned.
Procedure
• Participants were given a questionnaire
one week before the lecture,
• a second questionnaire immediately after
the lecture
• and a third questionnaire one week after
the lecture.
Findings
- Strong fear group had higher levels of fear
arousal and greater anxiety about tooth decay
immediately after the lecture.
- All groups gained similar amounts of information
about tooth decay, although the strong fear
group rated the information more positively than
the others, they also found it more ‘disgusting’.
- Minimal fear group was most likely to change
behaviour (36% change from previous dental
hygiene), next likely was the moderate fear
group (22%) and lastly the strong fear group
(8%).
Conclusions
• Explain in detail
Evaluate research
• Discuss problems of conducting research
into the causes of stress (15)
• Discuss the problems of conducting
research into health promotions (15)