Preliminary Schedule
Science-Based Prevention
The Seventh Annual National Social Norms Conference
July 21-23, 2004
Chicago, IL
Hyatt Regency McCormick Place
2233 S. Martin Luther King Drive, Chicago, IL 60616
Wednesday, July 21, 2004
9 AM - Noon Registration for Pre-Conference Participants only
1 - 5 PM: Pre-Conference Session: "Introduction to Social Norms Theory and Practice"
Optional Intensive Seminar conducted by H. Wesley Perkins, Ph.D. and Michael Haines, M.S.
This optional intensive session is designed for the approximately one-third of conference attendees each year who are relatively new to the social norms approach and seek to gain a solid understanding of fundamental social norms theory and its application to the field of health promotion. This session has been an extremely popular feature of past conferences and we are pleased to be able to offer it again this year.
Please note that participation in the pre-conference requires an additional fee. Please refer to the Conference Registration for complete details.
4 PM - 7 PM: Social Norms Conference RegistrationThursday, July 22, 2004
(Please note that occasionally breakout sessions are rescheduled to other times based on emergent presenter or conference needs. Be sure to refer to the final schedule as printed in the Conference Guidebook and available during the conference for complete and up-to-date information.)
7:30 AM - 8:30 AM: Conference Registration
7:30 AM - 8:30 AM: Continental Breakfast for Participants
8:30 AM - 9 AM: Introduction/Welcoming Remarks
9 AM - 10:15 AM: General Session #1
"An Overview of the Conference: The State of Social Norms"
Michael P. Haines, Director, National Social Norms Resource Center
10 AM - 10:15 AM: Break
10:30 AM - 11:45 AM: Breakout Sessions: Block Number One
1. Using Social Norms to Promote Health among College Student-Athletes: Results from the HWS Most Valuable Players Project and the NCAA STARR Project
Presenters
H. Wesley Perkins, Ph.D.,Hobart and William Smith Colleges
David W. Craig, Ph.D., Hobart and William Smith Colleges
Sarah MacInnis, Assistant Director of Education Outreach, National Collegiate Athletic Association
Program Description
Nationwide survey data have revealed higher rates of health risk behaviors among intercollegiate student-athletes compared to other undergraduates. Nevertheless, student-athletes hold exaggerated perceptions of the norms for student-athlete alcohol and tobacco use much like these norms are misperceived in student populations in general.
In 2001 two projects were launched as social norms interventions to test the possibility of reducing these misperceptions and promoting health among student-athletes over a two year period at Division III schools. The Most Valuable Players Project supported by a grant from the U.S. Department of Education designed a social norms intervention for student-athletes at Hobart and William Smith Colleges (HWS) modeled after the highly successful social norms intervention previously developed at that institution for students in general. Strategies included: 1) a rapid and inexpensive protocol to anonymously survey the entire college sub-population of student-athletes about personal attitudes and behaviors and perceived peer norms using a web-based instrument each year from 2001 through 2003, 2) print and electronic media communication strategies promoting accurate positive norms about student-athletes, and 3) peer and staff workshop programs delivering accurate norm messages.
Adopting the model and information technology of the HWS MVP Project, the STARR MVP Project was implemented as a social norms intervention supported by the National Collegiate Athletic Association. Five Division III schools in the Northeast and Midwest received grants to collect survey data using the same instrument and procedures each year between 2001 and 2003 and to conduct social norms interventions using print, electronic, and other promotional media within that time period.
An analysis of program impact for each project will be presented showing:
- Pre/post intervention (2001 compared to 2002/2003) decline in misperceived norms about alcohol and tobacco use;
- Pre/post intervention (2001 compared to 2002/2003) decline in personal alcohol and tobacco use and negative consequences of alcohol use;
- In 2002 and 2003 lower misperceived norms about alcohol and tobacco use among student-athletes exposed to the campaign compared to student-athletes with little or no exposure during the same years;
- In 2002 and 2003 lower personal alcohol and tobacco use and negative consequences of alcohol use among student-athletes exposed to the campaign compared to student-athletes with little or no exposure during the same years.
The presentation will also provide discussion of organizational challenges which must be addressed to successfully implement an intensive social norms initiative within the sub-culture of athletic programs in the collegiate environment.
2. Strength in Numbers: A Successful High School/Community Social Norms Marketing Campaign in Evanston, ILPresenter
Sara Christensen, B.S., Community Program Development Coordinator, PEER Services, Inc.
Program Description
At the time of the 2004 conference, the Evanston Township High School project will have completed 3 years of implementation, and 4 yearly surveys of parents, staff and students will have been completed. Focus groups are conducted regularly to test marketing materials.
Results from 2001-2003:
- 5% reduction in prevalence of student tobacco use
- 11% reduction in prevalence if student alcohol use
- 5% decrease in parent misperceptions regarding student alcohol use
- 10% decrease in parent misperceptions regarding student tobacco use
- 10% increase in campaign alcohol messages from parents to students
- 8% decrease in staff misperceptions regarding student alcohol use
- 6% decrease in staff misperceptions regarding student tobacco use
- 22% increase in campaign alcohol messages to students
- 8% increase in campaign tobacco messages to students
Intended Audience
Groups or individuals implementing and/or interested in implementing social norms marketing campaigns at the high school/community level would benefit most from this presentation.
Key Points
This program will demonstrate the success of Social Norms Marketing at the high school/community level by utilizing the Strength in Numbers (Evanston, IL) case study. The program will delineate the steps of the 5-phase model developed by DCP/SAFE and identify and discuss specific strategies used in Evanston to implement the successful campaign. Community Assessment, Data Collection, Market Research, Implementation, and Evaluation will be thoroughly examined.
Behavioral Objectives
Participants will learn about how a successful social norms marketing campaign was replicated and implemented at the high school/community level. Unique aspects of the Strength in Numbers campaign will be highlighted. The benefits of strong school and community involvement and ways the involvement will enhance a high school/community campaign will also be stressed.
Presenter
Kim Dude, Director of the Wellness Resource Center, Assistant Director of Student Life
University of Missouri-Columbia
Program Description
The University of Missouri-Columbia has been implementing a social norms campaign for over five years. In spite of promising results the feedback from students was that they were tired of it. Even though the look had changed the message was "that most MU student drink 0-4 drinks per week."
Last year we created a new survey and asked several additional questions that allowed us to expand our focus and move completely away from focusing on number of drinks to other choices students were making about their health. Placing an emphasis on the protective factors that students use such a choosing not to drink the night before a test or project or using a designated driver.
This new approach has taken our efforts to a new level. Students like it, remember it and most importantly believe it. Come learn how to jumpstart your social norming efforts.
Intended Audience
College and university health promotion specialists, administrators, and researchers.
Key Points of Presentation
Effective techniques to deal with the difficulties associated with a long term social norming campaign; the effectiveness of using protective behaviors in your social norming messages; how keeping normative messages up-to-date and interesting; understanding the importance of continually evaluating the effectiveness of your messages, and of incorporating normative messages into your comprehensive prevention efforts.
Behavioral Objectives
Attendees will learn how to keep their social norms campaign interesting and fresh to students who may have seen social norming messages for years.
Attendees will understand the importance of mainstreaming their social norming messages into all of their prevention efforts throughout the year.
Attendees will learn research techniques to gather useful data for new social norming messages
Presenter
Alan D. Berkowitz, Ph.D., Independent Consultant, Trumansburg, NY
Program Description
There is an extensive and growing research literature on social norms that provides support for the underlying theory and which can guide implementation efforts. This session will provide an overview of this research, including to what extent social norms theory has been validated, an overview of the evidence for the effectiveness of social norms interventions, and the critical and emerging issue relevant to social norms practitioners. Finally, implications of the research that are relevant to recent criticisms of social norms will be discussed.
Noon - 1:30 PM Lunch and Keynote Address by H. Wesley Perkins, Ph.D.
1:45 - 3 PM: Breakout Sessions: Block Number Two
1. Male College Students' Willingness to Prevent Rape: The Impact of Personal Attitudes, Referent Group Norms and Peer Educators
Presenters
Jerrold L. Stein, Ed.D., Dean of Students; Clinical Assistant Professor (School of Social Welfare); Program Advisor - Sexual Assault Facts and Education Peer Education Program
Jeffrey Barnett, Undergraduate College Academic Advisor; Advisor to the Sexual Assault Facts and Education Peer Education Program
Stony Brook University
Program Description
Three hundred and twenty four (324) male college freshmen between the ages of 18-21 were asked to complete the Attitudes toward Rape and Rape Prevention Survey during the Spring of 2003. One hundred and sixty one (161) male freshmen completed and returned the survey.
Through a two-step forced entry stepwise regression analysis, male college students' perceptions of their close friends' Willingness to Prevent Rape (PEER-WPR) was found to be the strongest predictor (25%) in determining men's Willingness to Prevent Rape (WPR). This variable was followed by exposure to a campus-based rape prevention and peer education program (SAFE), which explained 16% of the variance in determining the dependent variable, Willingness to Prevent Rape (WPR). Personal attitudes and perceptions of male college students attitudes towards averting rape supportive attitudes and behaviors and their discomfort with sexism also contributed to the predictive equation, but not as strongly as the perceptions they had of their peers' willingness to prevent rape and the peer education program.
Through item analyses and statistical measurement, including t-tests, male respondents consistently underestimated their peers' willingness to prevent rape and their peers'aversions to rape supportive attitudes and behaviors. The majority of the male college students, 84%, defined rape as sexual intercourse with another person without consent. However, 15% of the respondents believed that either intimidation or force were necessary in order to define rape. Approximately two thirds of the male college students surveyed indicated that men and women needed to share equally the responsibility to prevent rape and 14% of the men believed that men alone needed to assume greater responsibility for preventing rape against women.
Intended AudienceThe program is primarily intended for health educators, student affairs administrators and other university staff and/or faculty interested in reducing the incidence of sexual violence on their campuses.
Key Points of Presentation
The presentation will discuss the predictors of male college students' willingness to prevent rape in the context of social norms and peer influence theories. It will consist of 5 components: a brief theoretical overview; research methods and findings of a research study; major and emerging themes as well as recommendations of the study; an overview of how a particular rape preventative peer education program affected the culture of the college campuses under investigation; and, participants comments, questions, and suggestions for engaging men in rape prevention efforts.
Behavioral Objectives
Program participants should leave the presentation with: an understanding of the personal and socio-cultural factors that impact men's willingness to prevent rape; ways to change and challenge rape supportive cultures to become rape preventative cultures; ideas to design initiatives that encourage men's involvement in rape prevention and education.
2. Focus Group Research: Increasing the Quality of Social Norms Approaches Using Qualitative Methods
Presenter
Patricia Fabiano, Ph.D., Program Director, Prevention and Wellness Services, Western Washington University
Program Description
This "how to" workshop is designed to advance the work of social norms practitioners through a thorough introduction to basic focus group theory and method. This presentation will concentrate on transforming focus group theory into practical applications that participants can use in the development of their specific social norms projects. Participants will gain knowledge in how to (a) conduct methodologically sound focus groups, (b) identify the resources needed to conduct focus groups, (c) identify the steps in focus group research, and (d) utilize the results to advance the effectiveness of prevention efforts. The workshop concludes with a discussion on the ethics and pitfalls of focus group research. Valuable learning materials will be distributed to assist participants in developing quality in their own focus group projects.
3. A Guide to Marketing Social Norms for Health Promotion in Schools and Communities
Presenters
Michael P. Haines, Director
Richard Rice, Coordinator of Information and Education
The National Social Norms Resource Center
Program Description
A Guide to Marketing Social Norms for Health Promotion in Schools and Communities is the first comprehensive, step-by-step manual for those who are interested in using the social norms approach to address school-age and community-wide issues. Inspired by the positive impact that numerous colleges and universities have had promoting student health using this approach, a number of high schools and communities have begun to implement their own social norms projects. Frequently focused on preventing adolescent alcohol and tobacco use, the initial success of these efforts strongly suggests that the number of school and community-based interventions will continue to grow in the coming years. Given that, it is important that those working to implement their own social norms projects have the tools and knowledge to do so effectively, and with fidelity to the model. This guidebook is intended to provide both the theoretical and practical information necessary to conduct an effective project.
Intended Audience
School and community health professionals, community members, school administrators and staff.
Key Points of Presentation
This session will focus on a detailed examination of the essential elements in each stage of the Five-Stage Model for Social Norms: Initial Planning, Data Collection, Strategy Development, Implementation, and Evaluation. Copies of A Guide to Marketing Social Norms for Health Promotion in Schools and Communities will be available during the session.
Behavioral Objectives
Attendees will learn that the social norms approach to health promotion is a data-driven, integrated process, and will become familiar with each of the five stages of the Five-Stage Model.
4. Using Blood Alcohol Concentration with Social Norms Marketing to Reduce Negative Consequences
Presenters
jennifer bauerle, Ph.D., Social Norms Marketing Coordinator
James Turner, MD, Executive Director, Student Health Center
Cynthia Burwell, Ed.D., Director, Office of Health Promotion
University of Virginia
Program Description
In 1999, the University of Virginia adopted a Social Norms Marketing strategy as a method to reduce high risk drinking among its first year undergraduate population.
Data from a survey administered from 1999 through 2003 were used to develop a campaign highlighting healthy, normative behavior around drinking. The campaigns include "The Stall Seat Journal," a series of eight posters that rotate on a monthly basis in each bathroom stall in the first years' dormitories and "Hoo Knew," a campaign focused on all UVA students across Grounds.
Data suggest that the social norms marketing campaign at the University of Virginia is correlated with an increase in correct perceptions and protective behaviors. Over the period of 5 years, the average number of drinks per week remained steady, whereas the incidence of negative consequences continued to decline. It was determined that drinks per week were a primitive predictor of negative consequences and that a more sensitive measurement was needed. Blood Alcohol Content can be estimated from the surveys and statistical analysis has revealed that the BAC is a strong predictor of negative consequences.
Researchers have recently determined that sharing normative BAC information from a group of college peers with an individual student, who is a drinker with a high average BAC, can result in the student drinking less. Using social norms marketing methods, it is possible to apply this "individual feedback" approach to large groups of students who have been identified as high risk consumers of alcohol. Using marketing tools permits wider and more frequent dissemination of normative information and is potentially more cost effective than providing feedback to several hundred students individually.
Intended AudienceCollege and university health educators, health care practitioners, university administrators and students.
Key Points of Presentation
Attendees will learn: how to determine what are, and how to use, strong predictors for negative consequences of college student alcohol consumption; and how to determine BAC's strong predictive value use it in a social norms marketing campaign to reduce high risk drinking and reduce harm to students.
Behavioral Objectives
Attendees will be able to define Blood Alcohol Concentration (BAC); develop an outline for a social norms marketing campaign using BAC; describe the steps to implement a social norms marketing campaign; identify how a the use of social norms marketing campaign and BAC can contribute to decreased alcohol use on a college campus.
5. Using the Social Norms-Challenging Model in Racially Diverse Urban High Schools
Presenter
Carol H. Ott, Ph.D., Assistant Professor,University of Wisconsin-Milwaukee
Program Description
This funded study was a pilot intervention using an adapted version of the Small Group Norms-Challenging Model in five high schools from a racially diverse urban school district. The program was presented in multiple health classes in 5 urban high schools by 28 university students working in teams of 4 to 5 students. The purpose of this study was to determine whether high school students' overestimation of alcohol, tobacco and marijuana use could be corrected through a age peer-to-peer interactive social norms program based on the Small Groups Social Norms-Challenging Model.
Intended Audience
College student development personnel, faculty members, peer mentors, high school teachers, and high school administrators interested in university-high school partnerships.
Key Points of Presentation
The possibilities and challenges in adapting the Small Group Norms-Challenging Model to be presented to 414 racially diverse high school students; and the process of developing a university-high school partnership.
Behavioral Objectives
Participants will: Learn how to adapt the Small Group Norms Challenging Model to an intervention adapted for high school students; be able to describe the process involved in preparing the university students to present the program in urban high school classes; understand the quantitative and the qualitative data reflecting the positive impact of the Social Norms Challenge Model Program has had on both the high school and university students; and be able to identify the steps in developing the university-urban high school partnership.
3 - 3:15 PM BREAK
3:15 - 4:30 PM: Breakout Sessions: Block Number Three
1. Takin' It To The Streets: Developing and Implementing A Successful Social Norms Campaign Targeting Long-Term Neighbors in the Community
Presenters
M. Dolores Cimini, Ph.D., Director, Middle Earth Peer Assistance Program
Catherine Herman, M.A., Associate Vice-President for Media and Marketing
Thomas L. Gebhardt, M.A., Director of Personal Safety and Off-Campus Affairs
University at Albany, State University of New York
Program Description
This workshop will focus on the development and implementation of a community-based social norms media campaign targeting long-term neighbors of students at the University at Albany, State University of New York. The project was funded under the Healthy Campus Community Demonstration Project of the New York State Office of Alcoholism and Substance Abuse Services and the Office of Juvenile Justice and Delinquency Prevention. After assessment data on the attitudes and perceptions of long-term neighbors was collected, a social norms/informational media campaign addressing community misperceptions was developed and launched. Outcome data yielded significant reductions in misperceptions of long-term neighbors as well as evidence of reports of enhanced quality of life in the community. This workshop will outline critical program components and lessons learned and will discuss ways in which other colleges and universities may implement similar community-based interventions.
Intended Audience
Prevention professionals; university and college administrators; academicians; community representatives.
Key Points of Presentation
Community Climate and Long-Term Neighbor Attitudes; alcohol abuse/misuse; high-risk drinking and associated tavern advertising; underage drinking; drinking taking place at taverns ("all you can drink specials") and house parties; resultant misperceptions of UAlbany student alcohol use and associated high-risk behaviors on the part of long-term neighbors living in the vicinity of our students and beliefs that the University is not doing enough to address student alcohol misuse in the community; The Coalition's "Four E" Intervention Process: Education of Campus and Community, Enforcement of Laws, Environmental Management, Evaluation of Program Effectiveness; Project Findings and Outcomes.
Behavioral Objectives
Participants will become familiar with the effective components of a successful community-based social norms campaign in addressing misperceptions of alcohol use by college students on the part of long-term neighbors; will learn about the outcome data which support the effectiveness of our community-based social norms campaign; will learn how to train and motivate community members as allies in delivering social norms information; and will be assisted in developing similar community-based social norms campaigns and replicating positive results in their communities.
2. Advanced Focus Group Research: Transforming Focus Group Results into Data (or Now What Do I Do With All These Transcripts?)
Presenter
Patricia Fabiano, Ph.D., Director of Prevention and Wellness Services, Western Washington University
Program Description
The process of collecting focus group data is not an end in itself. The purpose of qualitative inquiry using focus groups is to produce findings that improve our social norms approaches. The challenge faced by many qualitative researchers who use focus groups methods is to make sense of massive amounts of data. The problem is that we have few agreed-on canons for qualitative data analysis, in the sense of shared ground rules for drawing conclusions and verifying their trustworthiness. This workshop will focus on how to do our very best to fairly represent the data we have collected and communicate what the data reveal given the purpose of the study. We will identify and discuss considerations in the analyzing and reporting of focus group results that have integrity and meaning.
3. Believe It or Not!
Presenters
Trina Ragain, Manager of Research Programs, Center for Prevention Research and Development (CPRD), University of Illinois at Urbana-Champaign
Karen Jarczyk, Prevention Coordinator, NCO Youth & Family Services
Jon Nichols, Communication Specialist, InTouch/Breaking Free, Inc.
Sandy Stelmach, Student Assistance Coordinator, Naperville CUSD #203
Russ Wolf, Crime Prevention Officer, Naperville Police Department
Program Description
The Naperville School District 203 & District 204 social norms marketing project began in 2001. Baseline data collection took place in May 2001. The tobacco campaign was implemented starting in November 2001 and continues to date. Students were resurveyed in April 2003, after approximately 16 months of exposure to the campaign. Results of the survey indicated an 8% decrease in tobacco use and a 7% decrease in perceived peer tobacco use. The survey results also revealed that 67% of students thought that the most believable data would result from a census data collection at all 4 area high schools. Using the April 2003 data as a baseline measure, an alcohol campaign was introduced in January 2004. A third survey is planned for April 2004. This survey will provide a second outcome measurement for the tobacco campaign as well as a preliminary outcome measurement for the alcohol campaign.
Intended Audience
This session will be useful to anyone implementing a social norms marketing campaign at the middle school or high school level. It will also be of relevance to anyone who is interested in the issue of message believability.
Key Points of Presentation
Overview of the Naperville and Aurora area: community and high school demographics; overview of the high school social norms marketing project committee formation and its current partners; tobacco campaign information; alcohol campaign information; overview of the project outcomes achieved to date: tobacco campaign, 2001/2003/2004 data on use and perceived peer use; alcohol campaign: 2003/2004 data on use and perceived peer use; and exploring the issue of message believability.
Behavioral Objectives
Participants will be able to identify two different techniques to utilize in collecting data regarding message believability from their target audience; will know how to implement three different strategies that can be used to address message believability with their target audience; will have information regarding the impact of these strategies on campaign believability and reported use and perceived use rates among a target audience of approximately 12,000 high school youth.
4. Project REAL: Adapting Social Norms Model Programs From Large State Universities to Smaller Faith-Based Universities
Presenters
Mary Ritter Heitkemper, Ph.D., Project Director, Project REAL, Gonzaga University
Jeanne Far, Ph.D, Grant Consultant, Project REAL, Gonzaga University
Samuel Mahaffy, Ph.D, Grant Evaluator, Gonzaga University
Program Description
In July of 2003, Gonzaga University was awarded a Department of Education OSFDFS alcohol abuse prevention grant based exclusively on social norms approaches, "Project REAL." Project staff are making and implementing wide-ranging and sophisticated plans to adapt pre-existing, successful social norms-based models at all 3 levels of alcohol abuse prevention, the Universal, Selected, and Indicated. We are specifically adapting these models to create a more effective "fit" with GU's identity as a small, faith-based private university.
In addition, our project is based around a very intensive qualitative evaluation process (as well as the typical quantitative outcome measures), contracting with an outside. The purpose of this extended evaluation is to measure longitudinally the outcomes for project participants over their four years of undergraduate studies at the university, and the changes in campus culture during this time frame. The evaluation team will produce 6 formal evaluation reports over the four year period, including a final longitudinal evaluation study submitted four years and six months after the date the project was first funded. This final longitudinal evaluation study will include both qualitative and quantitative data on both process and outcome measures.
Intended AudienceUniversity and college administrators, staff, faculty, and students of faith-based universities; program evaluation specialists; anyone interested in adapting social norms programs to specific populations.
Key Points of Presentation
How established models (especially from Washington State University, Western Washington University, and University of Washington) are being used as the basis for creating new materials and methods which fit unique needs of Gonzaga as a small faith-based university; how extensive focus group research has helped us to identify factors that make Gonzaga unique, while creating a network of intervention which weaves its way through every aspect of the university; how we are articulating mechanisms that will allow for this uniqueness to be reflected in our approach to universal, selected, and indicated levels of prevention; how the work of Project REAL has impacted discussions and planning regarding prevention at multiple levels of university decision-making.
Behavioral Objectives
Participants will be able to identify the 3 levels of intervention and describe the appropriate Model Program intervention designed to address each level; participants will be able to describe the process through which focus groups, with every type of key stakeholders, can be used to adapt specific prevention models to each campus's particular needs.
5. Reducing Misperceptions of the College Student Drinking Norm Lowers Risk: Results of a Nationwide Evaluation of Alcohol Abuse Prevention Efforts
Presenters
H. Wesley Perkins, Ph.D., Hobart and William Smith Colleges
Michael P. Haines, Director, National Social Norms Resource Center
Program Description
Research conducted over the past two decades has consistently identified a wide range of negative consequences affecting a sizeable minority of college student drinkers, including various injuries to self, injuries to others, and institutional costs. Given the seriousness of the issue and the wide array of prevention initiatives currently available, it is critically important that colleges and universities be able to identify the correlates of alcohol abuse prevention programs that are actually effective in reducing alcohol-related harm. This session will report results of the largest nationwide study to date (76,145 students attending 130 colleges and universities throughout the United States) assessing the effectiveness of a social norms approach using data collected in the National College Health Assessment Survey between 2000 and 2003. Three critical questions are examined: 1) How prevalent are the misperceptions of college student drinking norms across campuses nationwide? 2) What impact does exposure to alcohol education information in general have on the perception of campus drinking norms? 3) What is the effect of programs providing more accurate perception s of the campus drinking norm on students' own drinking behavior and the prevalence of negative consequences due to alcohol consumption?
The results of this nationwide study confirm previous research finding that college students' misperceptions of campus drinking norms are pervasive; i.e., that no matter the individual campus norm for drinking-be it low, moderate, or relatively high-a consistently large percentage of students overestimate the level of their peers' alcohol consumption and that these misperceptions contribute to high-risk drinking. Most important, the results further demonstrate that although the alcohol prevention information provided at most schools does not serve to reduce these misperceptions-and thus, produces no positive effect-students exposed to school programs that decrease misperceptions of peer norms exhibit significantly less high-risk drinking and consequences.
Friday, July 23, 2004
8 - 9 AM Continental Breakfast
9 - 10:15 AM : Breakout Sessions: Block Number Four
1. Extending the Reach of Social Norms: The Strategy of Stony Brook University
Presenter
Jean C Peden, Assistant Director of College Housing, Stony Brook University
Program Description
There are three major areas of focus that are being integrated at Stony Brook University that apply Social Norms Theory. All three areas, bathroom cleanliness, door propping, and work request timeliness, are in the implementation phase. The independent variable is the implementation of the social norms campaigns. The dependent variable is the effectiveness of the program, measured by observable behavior change.
Questionnaires were used to collect data about perceptions that relate to the three areas in which we are examining that compare the perceptions of the related behaviors to the actual exhibited behaviors. Once the perceptions of the behaviors and the actual behaviors were accurately measured, test marketing was done using focus groups to assure that our messages were believable and in a format that was easily understood by our population.
Intended AudienceThis program is primarily intended for university staff and/or faculty interested in exploring alternative and non-traditional applications of social norms theory.
Key Points of Presentation
This presentation will recount the efforts made by Stony Brook University to integrate social norms theory into its mission and philosophy as a means of communication and behavior change. It will include our comprehensive training programs, publication review and behavior/perception assessment of the resident student population. Finally, three current social norms campaigns will be reviewed, including initial indicators of positive outcomes.
Behavioral Objectives
Program participants should leave the presentation with an improved understanding of how to integrate the philosophy of Social Norms Theory into the mission and philosophy of a Division of Campus Residences; how to create training presentations on social norms theory for various levels of staff (maintenance/custodial, Resident Assistants, professional staff, etc); how to garner support for social norms implementation by choosing behaviors and content areas that affect all staff; and how to assess student behavior that falls outside of traditional social norms applications.
2. "You Know the Message, Now Know the Messengers..."
Moderator
Drew Hunter, Executive Director, BACCHUS and GAMMA Peer Education Network
Panelists
Jennifer Chow, Peer Educator, Boston College
Mandy Woodfield, Peer Educator, James Madison University
Scott Rivera, Peer Educator, Northwest Missouri State University
Mahaliel "JR" Bethea, Peer Educator, Albany State University, New York
Program Description
Join us in this exciting panel discussion where students serving as Peer Educators at campuses with active social norming projects speak out about the important role that students can play in helping define and increasing credibility for social norms projects on college and university campuses. Ideas for defining student roles in campaign, building support and avoiding mistakes will all be shared with plenty of opportunity for discussion.
3. Changing Perceptions to Make A Difference
Presenters
Liane Blanck, Health Educator, Communities CAN Make A Difference Program
Barbara Knaap, Health Educator, Communities CAN Make A Difference Program
Lake County Health Department
Program Description
In 1999 and 2001, the Illinois Youth Survey showed that almost 27% of Zion-Benton Township High School (Z-Bees) students used tobacco in the past 30 days. The message "3 out 4 Z-Bees Don't Smoke," was developed using these statistics. The survey was administered again in 2002 and the 30-day tobacco use rate dropped to 18.7 % among Zion High School students. The campaign message was then changed to "4 out of 5 Z-Bees Don't Smoke." In 2003, we began a campaign with the our alcohol statistics, "73% of Z-Bees Don't Drink."
Intended Audience
The intended audience is health educators, prevention specialists, community coalition members and anyone interested in conducting a social marketing campaign with 5th-8th grade students.
Key Points of Presentation
This is a social norms marketing campaign that focuses on youth, and educates youth and the community as a whole about "accurate" norms regarding teen tobacco and alcohol use in Zion, Winthrop Harbor and Beach Park, Illinois. High school students, members of the peer education program, are used to distribute posters and products to the students and the community. The social norms marketing message is directed toward 5th-8th grade students, as well as the entire community. This project tailors messages to parents, youth, coalition members, school personnel and various community organizations.
4. An Integrated Approach to Reduce High-risk Drinking at Florida State University
Presenters
Rick Howell, B.S., M.S., Project Manager, Florida Center for Prevention Research at Florida State University
Dina Wilke, PhD, is an Assistant Professor at the Florida State University School of Social Work
Michael P. Smith, B.S., M.P.A., Director of the Florida Center for Prevention Research at Florida State University
Program Description
This presentation examines the impact of a three-year integrated approach to high-risk drinking at Florida State University, a large public institution with 37,000 students. The session will describe the major program components of the integrated approach including the application of multi-year social norms marketing campaign, environmental management strategies, and responsible hospitality initiatives. Analyses of baseline and follow-up data are presented as well as data on student awareness of social norms messaging across a variety of media. Results indicate that there has been an overall reduction in high-risk drinking at FSU of 14% from 2002 to 2004 with a 15 % reduction among males and a 5% reduction among females.
5. Surveying High School Students for Social Norms
Presenters
Michael Haines, M.S., Director, National Social Norms Center
Greg Barker, Ph.D., Northern Illinois University
H. Wesley Perkins, Ph.D., Hobart and William Smith Colleges
Linda Langford, Ph.D., Education Development Center
Program Description
Collecting data about a target population is a fundamental necessity of an effective social norms effort. In this session, researchers from the National Social Norms Center, the Education Development Center, and Hobart and William Smith Colleges will discuss methods, results, and challenges when surveying high school students. The format for this session will be three fifteen minute presentations describing each research instrument, methods, and findings; followed by an open question and answer discussion with the audience.
Behavioral Objectives
Participants who complete this session will be able to: Identify at least three surveys to use for collecting data for high school social norm interventions; list three elements that should be part of a good social norms survey; describe three differences between surveying high school students and collecting similar data in college settings; and compare census surveys with random and convenience sampling strategies.
10:30 - 11:45: Breakout Sessions: Block Number Five
1. City Centre Safe: A "No Fault" Policy Model Compatible with Social Norms Efforts
Presenters
Jan Brown, Sergeant, Greater Manchester Police (United Kingdom)
Steve Greenacre, Inspector, Greater Manchester Police (United Kingdom)
Michael Haines, Director, National Social Norms Resource Center
Program Description
There has been much discussion in the U.S. contrasting a social norms approach with policy crackdowns. It is as if the two were completely incompatible. Now, from England, a policy effort has emerged that could work as the prototype for a social norms-policy hybrid.
Sergeant Brown and Inspector Greenacre have been working to make Manchester England a safer city. They have seen a reduction in violent crime each year for the past four years as their City Centre Safe Program has grown. The heart of the effort is a no fault harm reduction policy. There is no blame assigned to the drinker, the pub, the alcohol, or the police. Instead, the focus is on increasing practices that are consistent with both safety and socializing with alcohol.
The program has received awards and notice by the British Government and they are applying for grants to combine their effort with a social norms marketing campaign.
Behavioral ObjectivesParticipants who complete this session will be able to: Compare a policy model that reinforces norms for safer socializing and drinking to one that attempts to impose non-normative measures to change cultural norms; identify the convergence of at least three norms of safety within the drinking population, government policies, and licensed premises; list multiple tactics for reducing risk and enhancing safety both within private drinking establishments as well as in public areas; and describe a hybrid Social Norms Policy-Marketing model for college campuses or communities that wish to increase safety associated with socializing and drinking.
2. From A College Kiosk to a High School Hallway: How the Physical, Structural, Psychological and Cultural Aspects of High Schools Affect the Design of a Social Norms Marketing Campaign
Presenters
Lisa Stone, MD, MPH,c/o SNAPPY, Education Development Center, Inc.
Linda Langford, Sc.D., Principal Investigator, SNAPPY, Education Development Center
Program Description
SNAPPY is a three-year pilot study of a school-based media campaign to correct misperceptions of high school student drinking norms taking place in one intervention community and one comparison community. Methods have included: (1) designing and administering a survey in two high schools; (2) designing, testing, and implementing a social norms marketing campaign in the intervention community; (3) conducting formative and process evaluation, including key informant interviews, intercept interviews, focus groups, and a community advisory group; (4) educating the school and community about the campaign.
Intended Audience Health promotion specialists, school nurses, high school teachers and administrators, researchers.
Key Points of Presentation
Review of specific aspects of the high school setting and adolescent age group that affected the design and implementation of this project and the campaign was adjusted to respond to each one. For example:
- Exposure: very little competition from other sources. Fewer materials needed, over-exposure a concern. Specific issues identified over the course of the campaign and resulting adjustments to the campaign.
- Credibility: despite great effort to prevent it, tendency to view the campaign as something adults are pushing on them. Belief among students that researchers are "spinning" or hiding data.
- Acceptance: Perception students lied on the survey.
- Effects of alcohol-related incidents: Because a high school operates as a "closed community", incidents are more likely to be known by all members of the community and to potentially affect a campaign in some way.
3. MOST Of Us Don't Drink and Drive: A Successful Social Norms Campaign to Reduce Drinking and Driving among Young Adults in Western Montana
Presenters
Jeff Linkenbach, Ed.D, Director of the MOST Of Us Campaigns
H. Wesley Perkins, Ph.D., Hobart and William Smith Colleges
Program Description
The MOST of Us Prevent Drinking and Driving Campaign was the first demonstration of the potential for applying social norms theory to large, heterogeneous, statewide populations. This controlled social norms intervention designed to reduce risky drinking and driving behavior among Montana's young adults aged 21-34, a group that has been over-represented in alcohol-related crashes statewide. An initial campaign survey found that while 79.6% of Montana young adults had driven within one hour of consuming two or more drinks in the previous month, 92% of respondents perceived that the majority their peers had done so. Such a disparity between perception and behavior is precisely what social norms theory predicts, and by correcting this misperception, the MOST of Us Prevent Drinking and Driving Campaign was able to reduce the prevalence of drinking and driving in its target audience.
With funding from the National Highway Traffic Safety Administration (NHTSA) and the Montana Department of Transportation (MDT), a 15-month controlled media campaign was carried out in a 15-county intervention area in the western portion of Montana. This quasi-experimental intervention exposed the selected counties to high doses of the social norms message, and then compared the resulting changes in perceptions, attitudes, and behaviors with those in the control counties.
Compared to data from the control counties, results among young adults in the targeted counties showed:
- An increase in recall of campaign messages about the majority norms regarding drinking and driving;
- A decrease in the percentage who believed that the average Montanan their age drove after drinking during the previous month;
- An increase in the percentage who accurately perceive that the majority their peers use a non-drinking designated driver;
- An increase in the percentage who support passing a law to decrease the Blood Alcohol Content (BAC) legal limit for driving to .08%;
- A decrease in the percentage who reported personally drinking and driving; An increase in the percentage using non-drinking designated drivers.
A broad range of participants will benefit from attending this program including health promotion specialists, traffic safety administrators and program officers, researchers, and media specialists.
Key Points of Presentation
An overview of the process and lessons learned from this study extending from 1998 through 2003; an in depth discussion of the challenges and processes associated with applying the social norms model in a macro-level setting; the development and demonstration of television and radio commercials; research issues including the discovery of the "diffusion effect of social norms;" demonstration of the fidelity to a social norms research model and a discussion about limitations and recommendations for future research.
Behavioral Objectives
Participants attending this presentation will: a) understand the challenges associated with operating a large scale social norms campaign; b) be able to describe the critical steps associated with achieving results when applying social norms to the issue of impaired driving; c) summarize the data by adhering to the fidelity of key steps of the campaign including awareness of media; change in perceptions and behavioral change; d) discuss limitations and implications of this research to the fields of traffic safety and social norms.
4. A Community-Based Social Norms Campaign to Promote Positive Parenting Practices
Presenters
William Bacon, Ph.D., Assoc. VP for Research and Evaluation
Michele Bayley, MPH, Director of Community Initiatives
Planned Parenthood of New York City
Program Description
Certain parenting behaviors are known to protect adolescents from sexual risk-taking, including communicating clear expectations and monitoring teens' whereabouts. Previous research shows that parents may underestimate the prevalence of these effective parenting practices.
Planned Parenthood of New York City has recently launched a community campaign targeting parents of teens aged 11-17. The campaign is intended to complement youth-focused programming conducted in the same community that is designed to help young people avoid sexual risk-taking, including early intercourse. The parent campaign takes a social norms approach to promoting positive parenting practices. An extensive community-based planning process was followed by focus groups of parents in the target community in order to identify specific practices that parents were using to help protect their teens from sexual risk-taking. This information then formed the basis of a parent survey, which was conducted with a randomly selected sample of parents in order to determine actual and perceived norms for each of the identified parenting practices. The survey identified large and pervasive misperceptions of parenting-related norms. These misperceptions then informed the development of a social norms marketing campaign directed at the community. We will describe initial experiences with implementation of the campaign. Follow-up data is planned for the fall of 2004.
Intended AudienceThis program is intended for health promotion professionals and researchers.
Key Points of Presentation
Selecting the target community and the mode of data collection were complex problems that were only solved through a multi-pronged process. Developing the intervention required extensive collaboration with community leaders and members of the target community. Misperceptions were pervasive and extraordinarily large. There were misperceptions related to nearly every assessed parenting practice, including those related to monitoring and those related to communicating expectations. The campaign was designed not only to correct misperceptions, but also to give parents specific ideas for how they could improve their parenting practices.
Behavioral Objectives
Attendeees will be able to identify several specific parenting practices that have been shown to protect adolescents from sexual risk-taking; describe a community engagement process that was effective in building trust and a spirit of collaboration for the project; and describe misperceptions that parents in the targeted community held about the parenting practices of their neighbors.
Noon - 1:30 PM Lunch and Address
Linda Hancock, FNP, PhD, Director, Office of Health Promotion, Virginia Commonwealth University
"Social Norms Bloopers and Bull's-eyes"
In order to hit the target, social norm campaigns require part science, part art and a whole lot of practice. This address will take a humorous and humble look at what one social norms seeker has learned by trial and error on her social norms quest. The social norms approach is a journey in truth. It requires both an understanding of the big picture and daily determination to get the details right. We are not just making posters! We are creating health campaigns that resonate with reality. Seekers must use their heads and their hearts as they learn from and communicate with their target audience. Creative motivation to continue this journey comes from the new insights, the changing data, the personal anecdotes and the laughter that can be found along the way.
2 - 4:30 PM: Intensive Seminars
The Intensive Seminars are longer sessions (two and one-half hours) that are designed to allow for an intense and detailed examination of a particular issue or topic of relevance to the social norms approach.
1. Social Norms Data: How to Get It and What to Make of It
Presenter
H. Wesley Perkins, Ph.D., Hobart and William Smith Colleges
Program Description
Collecting and interpreting data are the most fundamental and yet often most perplexing of tasks required in programs implementing a social norms approach. This interactive seminar will:
- Explore and evaluate the variety of methods and instruments available for data collection.
- Review and evaluate the variety the utility of various types of measures included in these instruments.
- Consider ways in which data produced by various measures are often mistakenly analyzed.
- Consider non-obvious ways to accurately reinterpret data for use in social norms intitiatives.
Presenters
Koreen Johannessen, MSW, Senior Advisor for Prevention, University of Arizona
Jeffrey Linkenbach, Ed.D., Director, Montana Social Norms Project
Program Description
Few college and public health professionals are experienced in the techniques routinely employed by various college and community health agencies to increase the visibility, believability and credibility of health-related information disseminated in order to positively influence behavior. Many of these strategies, based on those used effectively by private industry to promote the marketability of their goods and services, play an integral role in social norms interventions.
This experiential workshop is designed to demonstrate successful message and media development, as well as market testing techniques that have been used to develop and test a variety of print, television, and radio messages used in effective social norms projects.
Practical applications of market research techniques to be demonstrated include those used to develop campaign content-bot message and materials development-subject intercepts, paper and pencil tests, and small targeted focus groups. Participants will be able to identify information critical to believability, credibility, understandability, reach-ability, and readability of campaign information, materials layout, and design. Participants will be able to generate questions and identify appropriate market testing strategies, and will be able to choose the best fit of a market testing technique based on a variety of issues including: stage of the campaign, campaign schedule, and target population access.
3. Using Existing Resources to Maximize Social Norms Marketing at the Local Campus Level (or "How to do Social Norms Marketing with Little Money and Less Time")Presenter
Linda Hancock, FNP, PhD, Assistant Director, Office of Health Promotion, Virginia Commonwealth University
Program Description
Colleges have many unique resources that can be drawn upon to improve the impact of social norms campaigns. Unfortunately, colleges also often have staff in charge of social norms marketing campaigns that are burdened by multiple job responsibilities. In order to succeed, the director of a campus social norms marketing campaign must use all possible existing strategies and tools. This seminar will provoke thought about what resources you might be overlooking both at your college and nationally. The focus of this session will be on the nitty-gritty details of creating and implementing campaigns. Practical guidelines for the team approach to campaign creation will be shared. Strategies for finding and involving students, faculty and existing classes in your project will be suggested. Already developed media channel surveys, pilot testing tools, snowball surveys, and intercept survey forms will be provided. Pre-class raffles and other brief interventions to provoke discussion about your norms campaign will be described. There are many ways to turn multiple job requirements into a win-win format for maximizing social norms marketing campaign effectiveness. The key to social norms marketing campaign effectiveness is the vision and leadership that allows campaign creators to harnesses the power in existing resources.
4. High School Students and The Social Norms Approach: Learning from Those Who Do
Presenters
Michael Haines, Director, National Social Norms Resource Center
Richard Rice, Coordinator of Information and Education, National Social Norms Resource Center
Sara Christensen, Community Program Development Coordinator, Peer Services
Trina Ragain, Manager of Research Programs, Center for Prevention Research and Development (CPRD), University of Illinois at Urbana-Champaign
Linda Langford, Sc.D., Principal Investigator, SNAPPY, Education Development Center
Lisa Stone, MD, MPH, c/o SNAPPY, Education Development Center
Program Description
This intensive workshop brings together a group of accomplished practitioners who have been applying the social norms approach at the high school level for a number of years. The session will begin with a brief overview of the social norm model as it applies to high school student issues and a summary of the literature. Then the panel of presenters will briefly describe the aspects of their project that is innovative and/or unique. Followed by an in depth discussion and question and answer sesion with the audience.
Participants who complete this session will be able to:
- Describe the fundamental steps of a successful high school social norms intervention.
- List at least three innovative strategies for high school social norm efforts.
- Identify impact of parent norm perceptions on student behaviors and methods of including parents in social norm projects.
- List at least three challenges or obstacles for success with social norms at the high school level.
National Social Norms Resource Center
www.socialnorm.org