6/12/2014 Social norms theoretical background Basic elements of - PDF document

6/12/2014  Social norms theoretical background  Basic elements of social norms campaign development  Casa Grande approach Cindy Schaider, Executive Director  Results Breanna Boland, Program Director Correct youth misperceptions about:  Peer alcohol use rates  Peer drug use rates  Peer acceptability of substance use and  Increase pro-social peer affiliations 1

6/12/2014  Based on the theoretical work of Perkins H. Wesley Perkins, Ph.D., Department of and Berkowitz (1986) Anthropology and Sociology, Hobart and William  “If students perceive something to be the Smith Colleges norm, they tend to alter their behavior to “Social norms are fundamental in understanding fit that norm, even if it isn’t reality. If, human behavior. Put simply, norms are what however, they are presented with the the majority of people in a group do or how actual norm, they will conform to it.” they behave (behavioral norms), and what the -- Michael Haines majority believe about how they and others Northern Illinois University should act (attitudinal norms).” Dr. Perkins: Dr. Perkins: “Research has consistently shown peers to be one of “ People myopically construct their impressions of the strongest influences on behavior, especially peers based on limited information. They do not among youth. Research has also documented a know each other’s habits as well as they think, and consistent and dramatic pattern of misperceptions are forced to rely on impressions of peers gleaned about peer norms .” from behavior that gains the most attention — behavior that is generally negative. Problem “What peers think and do does influence behavior. behaviors get a disproportionate amount of But what we believe to be the attitudes and attention in peer conversation as well as in mass behaviors of our peers is even more important. media news and popular entertainment images. Indeed, the strongest effect of peers often occurs This then distorts one’s sense of what is normal or through the significantly distorted impressions typical among peers.” youth develop of peer norms.” 2

6/12/2014   Attribution Theory : Students attribute behavior 1. Students notice and remember loud and flashy behavior. they see to be typical unless they have other  How does someone who is knowledge of the person intoxicated act?  How does someone who is intoxicated sound?  Social Conversation Mechanisms:  How do you know if someone got drunk on Friday night? - Students notice and remember the  Is their behavior memorable? flamboyant behavior of someone who is 2. Students follow “imaginary peers”. intoxicated see + believe = behave - Students follow “imaginary peers” and create a self-fulfilling prophecy 3. Social Media reinforces this behavior.  Television, music, internet, etc.  Challenging College Alcohol Abuse has been  Prevent/reduce the chance of starting an evidence-based practice on NREPP since to drink or use 2007  Reduce heavy drinking and problem  University of Arizona has been using this behavior model since 1995.  Enhance protective behaviors  Support the non-use norm CCAA Resources http://campushealthmedia.arizona.edu/ http://www.socialnorms.campushealth.net/ 3

6/12/2014 M. ☺ .S.T Campaign  Process (Making ☺ ur Students Think)  Where was media displayed  How often  How long  Viewership (vary by location, demographics, etc.)  Outcomes - Changes in:  Perceptions  Behaviors  Attitudes  Social Norms Campaign – evidence based Correct misperceptions to: approach  Prevent/delay the start of substance use.  Pro-social group to do the work  Decrease risk factors.  SADD (Students Against Destructive Decisions)  Attitudes favorable to substance use  Peer lead & adult supervised.  Friend’s use of drugs  Perception of peer acceptability  Campaign started in 2012-2013.  Increase protective factors.  Just finished the 2 nd year of campaign.  Involvement with pro-social peers  Year 1: 3 high school campuses  Develop & increase accurate perceptions.  Year 2: 2 high school & 1 middle school campus  Celebrate the positive! 4

6/12/2014 “The strategy of the social norms approach, This generation relates put simply, is to communicate the truth to social media. about peer norms in terms of what the majority of students actually think and do ,  Seeing, hearing, talking all on the basis of credible data drawn from about actual norms must the student population that is the target .” happen A LOT to compete with other media. - Perkins, 2003  Examples?  Training - Social Norms Theory & Positive Community Norms Training  Analyzing data  Dr. Peggy Glider, Coordinator of Evaluation and Research at the University of Phoenix, Campus Health Services  Messaging  Train students at the beginning of each campaign year.  Media design Discussion topics  Where do students get information?  Imaging  Who/what is a trustworthy source for  Marketing strategies information?  Market testing  How could you get the word/message out?  Who has to give their O.K. in the school?  Communication  How will you know if your messages or activities  Leadership worked? 5

6/12/2014 Implemented on 3 high school Use the P.I.E. Model!  Positive – beneficial, campuses. constructive, affirmative, hopeful, optimistic Called the Campaign ‘Most of Us’  Inclusive – Each SADD chapter picked a topic  incorporating, 1. Visual – Posters & Social Media embracing, involving, comprehensive Together they created  1. Audio – Announcements  Empowering – potent, 2. Activities – Tabling & special control, energy, events. authority, strength Review the data  Develop messages – what do you want people to know?  Market test – ask others what they think  Develop media – make posters, flyers, videos, …  Market test – ask others what they think  6

6/12/2014 Pre survey  Test the target population’s  knowledge, attitudes, and perceptions prior to  Think about the target population campaign.  Bracelets: Most of Us Come up with a plan to get  the information out.  Make it memorable Get the message out - BE  POSITIVE!  Candy messages Use multiple strategies   Hershey Kisses  See, Hear, & Do KISS = Keep It Sober Students Post survey  SMARTIES  See if campaign  “Be a SMARTIE not a statistic”  Worked  made a difference  change perceptions 3 Major Changes 1. Name change: M. ☺ .S.T. (Making Our Students Think) 1. 2 functioning SADD chapters 2. SADD voted on 5 campaign topics  2 new topics: tobacco & peer-disapproval  3 extra weeks of campaign 7

6/12/2014  73% of ‘campus students’ reported they saw the posters around campus.  Think about the target population  Bracelets: M ☺ ST  Tattoos: 81%  Make it memorable  T-Shirts  MOST – campaign messaging  Above the Influence 8

6/12/2014  64% of youth reported the information from the  In 2014, 70% of students provided a majority response to the alcohol campaign changed their perception on how many question. 3% higher then 2013 teens really use alcohol.  What percent of Casa Grande teens stand tall and don’t drink alcohol?  55% of youth reported the information from the  In 2014, 65% of students provided a majority response to the marijuana campaign changed their perception on how many question. 1% higher then 2013 teens really use drugs.  What percent of Casa Grande teens don’t use weed?  The pre/post test showed a 26% increase in  In 2014, 61% of student knew a majority of kids hang with kids who knowledge around accurate perception of teen choose not to use substances. 1% lower then 2013 substance use.  55% of kids answered that a majority of kids don’t think its cool to do  47.7% increase in 2013 drugs or drink alcohol. New data Therefore, a majority of students report there is either no chance or very little chance they would be  Implement the message seen as cool if they drank alcohol or used marijuana. early  Casa Grande Middle School SADD chapter!!!  High school SADD chapter mentors  Learn about SADD  M. ☺ .S.T. Campaign  Low cost opportunity to repeat the message! 9

6/12/2014  Be ready for push back!  Especially if the new information challenges current perceptions. Breanna Boland  Know the information & where it comes from. Program Director  Inform & educate those impacted by the messages.  Example: School staff 520-836-5022  Design should link campaign materials  Be innovative & consistent at the same time. Youthhope.cga@gmail.com  Information dissemination can change over time  Keep what is working!  Tracking the penetration rate is critical! www.CasaGrandeAlliance.org  Examples: Posters, bracelets, DUI taskforce event  Look for low cost opportunities to repeat the message.  Example: Social media, other programs within the organization, & community partners 10