Individuals Will Select A Provided CDC Campaign To Research (YOUR TOPIC IS…. Rx Awareness) 15-20 Slides With Voiceover Capability Please see the Presenta

Individuals Will Select A Provided CDC Campaign To Research (YOUR TOPIC IS…. Rx Awareness) 15-20 Slides With Voiceover Capability Please see the Presentation description word doc for details. use the rubric to make sure all the required information is in your power point. Presentation

Individuals will select a provided CDC campaign to research (YOUR TOPIC IS….

Rx Awareness : https://www.cdc.gov/rxawareness/about/index.html ).

Students will work to create a PowerPoint presentation.

Each individual will select a CDC campaign as the focus of their presentation from the available listing located in week three assignment description. The campaigns can be accessed via these links: https://www.cdc.gov/healthcommunication/campaigns/index.html & https://www.cdc.gov/chronicdisease/programs or the direct links provided in BB week 3.

Students will develop a presentation Identifying health promotion methods that the campaign used/directed/created for individual, group, organizational, community, and societal (mass media) audience levels. These are also known as “channels”. Health promotion methods are then distributed via an appropriate channel with the goal of reaching the specific audience. For example, a public service announcement is a method used to reach a specific community audience by a local agency or in a larger context to influence societal audiences. Use your text as a reference for specific methods as well as the extensive list of chapters containing methods associated with each of the required audiences. A list of chapters associated with methods specific to audience levels as well as a review of a CDC health communication campaign and applied methods is accessible below. Additional research beyond the website will be needed to develop a complete presentation

Please spend time reviewing how to record a voiceover to a PPT. Instructions are provided in a supplemental document within the assignment description. The presentation should be about 15-20 minutes long.

Assignment Description & Rubric

· Group Presentation Rubric (SEE ATTACHMENT)

Supplemental Resources Needed to Complete the Assignment:

· Health Communication Strategies MedResearch Article descriptions of a variety of health promotion methods

· NCI Pink Book Making Health Communications Work Descriptions of a variety of audience levels, methods and a useful table describing pros of using a variety of methods for specific audiences

· CDC The Health Communicator’s Social Media Toolkit Descriptions of a variety of health promotion methods used in social media

· Recording A Voiceover in PPT Instructions – Review if you have not recorded a voiceover in PPT

· National Influenza Week sample presentation

INDIVIDUALS: Receive an individual grade for the content.

The group presentation is 50 points.:

***********Please review the grading rubric prior to creating the presentation!

To successfully complete the presentation

Students will:

1. Describe the campaign

· When did the campaign run or begin running?

· Three key messages the campaign communicates are clearly provided

· Provide and describe at least two evaluative statistics (e.g. demonstrating success rates) relative to the health outcomes in connection with the campaign. See the National Influenza Week Campaign review below.

2. Provide one health promotion method or material for each audience/channel (Individual, group, etc..). Remember, some of the same methods can be used for different audience levels. For instance, posters can be used for individual audiences and group audiences. It depends on messaging and goals of implementation.

· Select the audience level/channel that would be the best to communicate the method/material to the target. Think of matching the two up.

· Define the audience level/channel using your text

· Why do you believe this channel is the best for disseminating (spreading) the message and method to the target? Support with description using the assignment resources

· For example, why are newsletters a great method for organizational level audience channels? What do the images depict? How can newsletters be shared with organizational members? Or those affiliated with the organization, etc…?

3. Describe each health promotion method as if the instructor and your colleagues have no prior knowledge. Think 5w’s (Who, what, why, when and how).

· What is the method?

· State the name of the method (e.g. pamphlet/brochure; public service announcement; newsletter; coalition, etc…)

· Provide a detailed & thorough description of the method. Use the text, PPT presentations, assignment resources in week 3 (health communication activities; review of the NIVW campaign)

· What are the key messages the method utilized? See text p. 90

· Include clearly the main key messages stated in the method

· There are four characteristics to be considered when designing a message. Clearly identify and state TWO of these and support with description of why you believe each characteristic is highlighted in the messages

· Provide an example of the method

· Include a screen shot or embed the video, etc…

· How is the method connected to the campaign?

· Was this method directly taken from the CDC campaign? Or was it located on a partner site? Tell us how you located it and how it is connected to the campaign

4. Communicate clearly (i.e. no jargon, idioms, conversational language) using professional formatting, citations, and presentation style.

Example: Let’s review the Influenza Week Campaign: https://www.cdc.gov/flu/resource-center/nivw/index.htm (Students may not choose this campaign as an option for the presentation)

Key messages: https://www.cdc.gov/flu/resource-center/nivw/activities.htm#anchor_1605890898798

Evaluative stats https://www.izsummitpartners.org/content/uploads/2016/05/16c-1-Daigle-CDC-Flu-Communications-Campaign-2016-2017-Planning.pdf slides 4&5

Individual – Flyer. It’s Not Too Late – p.210 Why for individuals? Easy to carry, review at a different time and distribute to individuals. Use graphics to attract attention of the target (think of what exactly they depict). Motivate reader to review it with images and messaging.

Group – Poster (Seniors) – p.211 Why for groups? Easy to display to specific portions of the population or those from specific demographics. Images help associate. Raise awareness and communicating information in brief format. Promote action through image and messaging. Also, check out materials/methods for groups more susceptible to flu.

Organizational: Newsletters – p.211 & 239 Why for organizational use? Can use within organizational channels and/or personalize to the organization. Can send out to organizational members, increase awareness. Increase buy-in for the organization, promote services or potentially raise monies for a cause. Also, check out the materials/methods for businesses/employers. Blog-A-Thon could also be a method used for this audience level/channel

Community: Social Media – Technology p.91 is a method to reach specific community audiences (e.g. Facebook, Twitter, etc..) with key messages. Also, the promotion of National Influenza Vaccination Week is an example of a method that can be instituted within a community of choice. The Flu Vaccine Finder (zip codes) as well. Disseminating methods across community channels will reach smaller audiences than mass media.

Societal: Television PSAs – p 245. Educate the public and provide education for behavior changes. Promote action and services. Evoke an emotional response or provide information. Protect yourself, protect your family is an example of this method, although brief.

Within the text there are examples of health promotion methods utilized at specific population levels. See below:

Review p.91 in the test for information defining channels

INDIVIDUAL/INTERPERSONAL LEVEL/CHANNEL: Methods directed towards individuals such as materials an individual would source/keep or information provided to an individual via interpersonal communications. These methods are usually for informational use or increasing educational awareness, or for peer/professional counseling.

See:

· Presentations (Ch 7 and 8)

· Print Materials (Ch 9)

· Working with the Media (Ch 10)

GROUP LEVEL/CHANNEL: Methods directed towards audiences categorized into groups such as ethnicity, age, SES, gender, support groups, parents, etc…

See:

· Presentations (Ch 7 and 8)

· Support Groups (Ch 6)

· Print Materials (Ch 9)

ORGANIZATIONAL LEVEL/CHANNEL: Methods that could be used for or within institutions/agencies, hospital organizations/systems, professional associations, workplaces.

See:

· Print Materials (Ch 9)

· Working with the Media (Ch 10)

· Facilitating Groups (Ch 11)

· Building and Sustaining Coalitions (Ch 12)

COMMUNITY LEVEL/CHANNEL: Methods that could be used for or within community-based organizations, places of faith worship, schools, libraries, community events, social media (Facebook, twitter, LinkedIn, Instagram, etc…)

See:

· Print Materials (Ch 9)

· Working with the Media (Ch 10)

· Facilitating Groups (Ch 11)

· Building and Sustaining Coalitions (Ch 12)

· Using Advocacy to Affect Policy (Ch 13)

· Using Media Advocacy to Influence Policy (Ch 14)

SOCIETY (Mass Media) LEVEL/CHANNEL: Methods using radio, television, podcasts, national news networks

See:

· Working with the Media (Ch 10)

· Using Advocacy to Affect Policy (Ch 13)

· Using Media Advocacy to Influence Policy (Ch 14)

More About Health Promotion Methods & Channels of Communication

What does your intended audience read, listen to, watch, or engage in? You have to reach them by placing your message where they’ll see it (setting relative to the audience level channel). This is why “matching” it to the audience level is important. Identify the particular channel of influence to be used to reach distinct prioritized groups and subgroups (e.g., African Americans and Hispanics might be reached through church bulletins in faith communities).

These are examples of what the target audience may read, listen to, watch or engage in (e.g. health promotion methods):

· Posters

· Fliers and brochures – These can be more compelling in places where the issue is already in people’s minds (doctors’ offices for health issues, supermarkets for nutrition, etc.).

· Newsletters

· Promotional materials – Items such as caps, T-shirts, and mugs

· Comic books or other reading material – Reading material that is interesting to the target audience can be used to deliver a message through a story that readers are eager to follow, or through the compelling nature of the medium and its design.

· Internet sites – In addition to your organization’s website, interactive sites like Facebook, Twitter, and YouTube are effective mediums for communication

· Letters to the Editor

· News stories, columns, and reports

· Press releases and press conferences

· Presentations or presence at local events and local and national conferences, fairs, and other gatherings

· Community outreach

· Community or national events – The Great American Smokeout, National Literacy Day, a community “Take Back the Night” evening against violence, and other community events can serve to convey a message and highlight an issue.

· Public demonstrations

· Word of mouth

· Music

· Exhibits and public art – The AIDS quilt, a huge quilt with squares made by thousands of people, commemorating victims of the HIV epidemic, is a prime example.

· Movies – Since the beginnings of the film industry, movies have carried messages about race, the status of women, adult literacy, homosexuality, mental illness, AIDS, and numerous other social issues.

· TV – TV can both carry straightforward messages – ads and Public Service Announcements (PSAs) – and present news and entertainment programs that deal with your issue or profile your organization.

· Theater and interactive theater – A play or skit, especially one written by people who have experienced what it illustrates, can be a powerful way to present an issue or to underline the need for services or change.

The Community Toolbox. (2020). Chapter 6 Section 1: Developing a plan for communication. University of Kansas. Retrieved from: https://ctb.ku.edu/en/table-of-contents/participation/promoting-interest/communication-plan/main