Marshall McLuhan

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Marshall McLuhan

• All media work us over completely. They are so
  pervasive in their personal, political, economic,
  aesthetic, psychological, moral, ethical and
  social consequences that they leave no part of us
  untouched, unaffected, unaltered. The medium is
  the massage. Any understanding of social and
  cultural change is impossible without a knowledge
  of the way media work as environments.
• (McLuhan, Understanding Media
  , 1967)

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Bullet or Hypodermic Theory

• Message
• Source Receiver

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Two-Way Process

• Message
• Source Receiver
• Feedback

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Media Communications

• Mass Media (mass communications)
• - the mechanical means whereby
  mass-produced messages are transmitted to large,
  anonymous and heterogeneous masses of receivers.
• Mass Communication
• - refers to the communication process and
  theoretical considerations

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Individual Cognitive Theories

• Individual Difference Theory
• media content will affect people differently
• Cognitive Dissonance Theory
• based on premise that most people will try to
  reduce confusion in their lives

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Social Influence Theory

• Identified social group norms as useful for
  communicating messages
• Recognized message transmission was multi-staged
  process

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Stalagmite Theories

• Slow and subtle effects of mass communication
• Social Learning Theory
• media are active, though subtle, educators in
  teaching about the world

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Cultivation Theory

• mainstreaming
• affirmation for believers and indoctrination
  for deviants
• story-telling role
• stereotyping and perceived reality
• cultivation of complacency

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Agenda Setting Theory

• The true power of the media is not in telling
  people what to think, but in telling them what to
  think about.

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Media Effects Theories

• McLuhan and Toronto school
• media affect how we organize our thoughts
• Meaning Theory
• media mould meaning
• meaning may or may not be shared with audiences
  and producers

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Media Effects Theories

• Audience Use Theories
• how receivers use media and the messages received
• entertain, inform, escape, companion

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Media and Health Promotion

• Mass communication theories fit well with health
  promotion concepts
• Health Belief Model can use Social Learning
  Theory and Cultivation Analysis Theory
• Agenda Setting role of media useful in marketing
  awareness to assist with move through stages of
  TTM

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Health Communication v. Media Advocacy

• Health Communication
• Define problem at individual
• Health is personal issue
• Mass media used to change behaviour
• Short-term focus

• Media Advocacy
• Define problem at policy level
• Health is a social issue
• Mass media used to influence public policy
• Long-term focus

Cohen, Chavez, Chehimi, 2007
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Final Thoughts
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Health Promotion Work Awareness strategies
Brauer, et al., 2006
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Health Promotion Work-- Health Education
Strategies
Brauer, et al., 2006
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Health Promotion Work-- Environmental supports
Brauer, et al., 2006
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Health Promotion Work-- Policy development

• Policies that establish
• Healthy workplaces
• Healthy schools
• Healthy communities
• Food access
• Food availability
• Reduced living on low incomes
• Limited exclusion of low income Canadians from
  participating in society
• Restored social safety net

Brauer, et al., 2006
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Adult Education

• Adult roles, responsibilities, previous
  experiences influence learning
• - topic relevant to their lives
• - hands-on learning
• Adult learning is constantly occurring
• Role of adult educator to facilitate this
  continuous learning process

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Adult Education

• Formal and Informal learning
• Working with experience
• Dialoguing storytelling
• Networking

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Adult Education

• Themed throughout course
• Health promotion
• Capacity building
• Community development
• Participatory approaches
• Enlightenment, empowerment emancipation

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Best Practices in Nutrition Interventions

• Lit review by Cancer Care Ontario
• Searched e-databases key informant interviews
• IDd effective interventions
• program
• policy
• media

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Health Promotion Approaches -- Programs

• Education, awareness skill building
• knowledge gained ? motivation attitude change
• require booster interventions as reinforcement
  (aka follow-up)
• supports needed to facilitate new behaviour
• supports for reinforcement of change

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Health Promotion Approaches -- Programs

• Community Action
• Focuses on community as force to ID solve its
  problems
• Empowerment, capacity building

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Health Promotion Approaches -- Programs

• Environmental Support
• Addresses physical social aspects of
  environment
• local action groups, mutual aid networks
• can enhance support health attitudes, behaviours

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Health Promotion Approaches -- Media Efforts

• Series of planned activities directed at whole
  populations
• Primary roles of media
• presenter of new ideas
• supporter to reinforce old messages
• supplement to other program activities
• promoter of programs

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Health Promotion Approaches -- Policies

• Guide activities resource allocation to
  contribute to development of healthy environment

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Health Promotion Approaches -- Theory

• Theory attempts to explain behaviour
• Can guide development of effective interventions
• All programs have a theory
• not possible not to have a theory

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Best Practicesin Nutrition Interventions

• Used participatory models
• planning, implementation, evaluation
• Grounded in theory
• Multiple strategies
• Provided training support
• essential
• Targeted stage of change

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Best Practicesin Nutrition Interventions

• Involved family
• NB source of support
• Adequate intensity duration
• not one-time events
• Clear, simple messages
• Considered political climate
• Open communication lines
• between involved organizations

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Best Practices -- Recommendations

• Development stage
• participatory models
• included all stakeholders
• ID needs priorities, develop strategies
• target population
• begin to develop skill base needed to sustain
  program

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Collaboration

• Process through which parties
• who see different aspects of a problem
• can constructively explore their differences
  search for solutions
• Involves combining efforts sharing professional
  assets
• Provides broader spectrum of information that can
  be pooled to solve a problem

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Collaboration

• Collaborative practice is managed by all the
  people who share the responsibility for the
  program outcomes

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Collaboration

• Cooperation
• informal trade-offs attempts to establish
  reciprocity in the absence of rules
• Coordination
• formal institutionalized relationships amongst
  existing networks or organizations

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Why Choose Collaboration?

• Various incentives exist
• Economic technological change
• Global interdependence
• Blurred boundaries between business, labour and
  government
• Shrinking Federal revenues for social programs
• Increasing cultural diversification of population

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Factors Critical to Process

• Stakeholders are interdependent
• Solutions emerge by dealing constructively with
  differences
• Joint ownership of decisions
• Stakeholders assume collective responsibility for
  future direction of project
• Collaboration is an emergent process

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Advantages of Collaboration

• Wide array of resources available
• Creative solutions emerge from differing
  perspectives
• Builds community through inclusion of many
  parties
• Builds cooperative relationships among
  governments between citizens and governments

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Collaboration Requirements

• Awareness acknowledgement that conflict exists
  between involved parties
• Courage willingness to take risks while
  discussing solutions

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Collaboration Requirements

• Balanced communication skills between parties
• Commitment to relationship to discovering a
  solution
• Willingness to take time to do it right

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Best Practices -- Recommendations

• Effective implementation
• adequate resources
• training support to sustain intervention long
  enough to bring about desired change
• funding provided for intensive evaluation

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Best Practices on the Web

• PHAC launched portal at conference Nov 5-8/06
• Canadian Best Practices Portal for Health
  Promotion and Chronic Disease Prevention
• www.phac.gc.ca/cbpp

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Canadian Best Practices Portal
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Skills for Public Health Nutrition

• Self-perceived competence
• Highest interpersonal communication
• Lowest research and information management
• With post grad degrees rated more highly
• managerial and administrative
• Organizational
• program planning/evaluation
• Research
• Supervisory/leadership/facilitation

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Pan-Canadian Competencies for Health Promoters --
Draft

• Demonstrate knowledge necessary for conducting
  health promotion that includes
• Applying determinants of health framework to
  analysis of health issues
• Applying theory to health promotiion planning
  implementations
• Applying health promotion principles in context
  of roles responsibilities of public health
  organizations
• Describing range of interventions available to
  address public health issues

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Pan-Canadian Competencies for Health Promoters --
Draft

• Conduct community needs/situational assessment
  for specific issues that include
• ID behavioural, social, environmental
  organizational factors that promote or compromise
  health
• ID relevant appropriate data information
  sources
• ID community assets resources
• Partner with communities to validate collected
  quant qual data
• Integrate information from available sources to
  ID priorities for action

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Pan-Canadian Competencies for Health Promoters --
Draft

• Plan appropriate health promotion programs that
  includes
• ID, retrieving critically appraising relevant
  literature
• Conduct environmental scan of best practices
• Develop component plan to implement programs
  including goals, objectives implementations
  steps
• Develop program budget
• Monitor evaluate implementation of interventions

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Pan-Canadian Competencies for Health Promoters --
Draft

• Contribute to policy development that includes
• Describing health, economic, admin, legal, social
  political implications of policy options
• Provide strategic policy advice on health
  promotion issues
• Write clear concise policy statements for
  complex issues

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Pan-Canadian Competencies for Health Promoters --
Draft

• Facilitate community mobilization build
  community capacity around shared health
  priorities that includes
• Engaging in dialogue with communities based on
  trust mutual respect
• ID strengthen local community capacities to
  take action on health issues
• Advocate for with individuals communities
  that will improve their health well-being

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Pan-Canadian Competencies for Health Promoters --
Draft

• Engage in partnership collaboration that
  includes
• Establish maintain linkages with community
  leaders other key health promotion stakeholders
  (e.g., schools, businesses, churches, community
  associations, labour unions, etc.)
• Utilize leadership, team building, negotiation
  conflict resolution skills to build community
  partnerships
• Build coalitions stimulating intersectoral
  collaboration on health issues

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Pan-Canadian Competencies for Health Promoters --
Draft

• Communicate effectively with community members
  other professionals that include
• Provide health status, demographic, statistical,
  programmatic, scientific information tailored
  to professional lay audiences
• Apply social marketing other communication
  principles to the development, implementation
  evaluation of health communication campaigns
• Use media, advanced technologies, community
  networks to receive communicate information
• Interact with, adapt policies programming
  that responds to diversity in population
  characteristics

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Pan-Canadian Competencies for Health Promoters --
Draft

• Organize, implement manage health promotion
  interventions that includes
• Training coordinating program volunteers
• Describe scope of work in context of
  organizations mission functions
• Contribute to team organizational learning

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Key Proficiencies

• Knowledge
• Behaviour change education theories
• Nutrition throughout the lifecycle
• Cultural sensitivity
• Knowledge about policy policy process
• Principles of adult education

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Key Proficiencies

• Skills
• Counseling education methods
• Create safe environment to facilitate learning
  trust
• Communication
• Listening
• Ability to empathize
• Compassion

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Key Proficiencies

• Behaviours
• Modeling a healthy lifestyle
• Demonstrate genuine empathy
• Allow participants to determine own goals
• Listening without judging

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Key Proficiencies

• Core Beliefs
• Communities are capable of making change
• Adults are capable of self direction
• Community is expert on itself
• People learn in various ways
• Respect for others
• Policy is the root of our food system
• A few people really can make a difference in the
  world

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Key Proficiencies

• Values
• All people deserve want health
• A value of people
• A value of wellness
• A value of lifelong learning
• Personal honesty respect for others
• Caring, compassion, it is part of lifes
  mission to help others without the need to impose
  your beliefs or values on others

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Key Proficiencies

• Character Traits
• Flexibility to tailor approach to needs of client
• Willingness to provide superior customer service
• Compassion
• Enthusiasm
• Energy
• Humility

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Key Proficiencies

• Motivations
• Reward of helping people achieve their goals
• Desire to help people help themselves
• Desire to make positive difference in the lives
  of others

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Future Program Directions

• Need better efforts to integrate program to
  minimize duplication optimize resources
• Need sustained long-term resources to facilitate
  comprehensive evaluation
• Involving stakeholders in program development,
  implementation evaluation could be crucial to
  the success of interventions

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Best Practices Article

• Flynn, M.A.T., McNeil, D.A., Maloff, B.,
  Mutasingwa, D., Wu, M, Ford, C., Tough, S.C.
  (2006). Reducing obesity and related chronic
  disease risk in children and youth A synthesis
  of evidence with best practice recommendations.
  Obesity Reviews, 7(Suppl.1), 7-66.
• published by The International Association for
  the Study of Obesity

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Final Exam

• 2.5 hours
• Questions
• Multiple choice
• Differentiate between terms
• Short answer
• Longer answer 2 or 3 short answers combined
• Bonus question