 2007 Johns Hopkins Bloomberg School of Public Health Developing a Mass Media Antismoking Campaign Greg Connolly, DMD, MPH Harvard School of Public Health

 2007 Johns Hopkins Bloomberg School of Public Health 2 First Form Note: a PDF version of this form (as well as the form on the next slide) is available to you now. Click the paperclip button, below, to access the file.

 2007 Johns Hopkins Bloomberg School of Public Health 3 Second Form

 2007 Johns Hopkins Bloomberg School of Public Health 4 Video 1: Camel

 2007 Johns Hopkins Bloomberg School of Public Health 5 Source: Massachusetts Tobacco Control Program. (2000). Camel Ad Campaign to prevent youth from smoking Made fun of the Camel brand Not effective for youth Avoid humor or use humor very judiciously Provide new information

 2007 Johns Hopkins Bloomberg School of Public Health 6 Video 2: Artery

 2007 Johns Hopkins Bloomberg School of Public Health 7 Source: Quit Victoria. (1992). Artery Ad About the ad  Empathetic  Graphically showed consequences of smoking  Providing new information  Emotionally strong  Highly effective  Increased quit-line calls and quit attempts  Immediate consequences of smoking

 2007 Johns Hopkins Bloomberg School of Public Health 8 Video 3: Baby Monitor Video

 2007 Johns Hopkins Bloomberg School of Public Health 9 Source: Massachusetts Tobacco Control Program. (2000). Baby Monitor Ad Focuses on secondhand smoke Extremely powerful No blame on smoker Easily adaptable

 2007 Johns Hopkins Bloomberg School of Public Health 10 Video 4: Ronaldo

 2007 Johns Hopkins Bloomberg School of Public Health 11 Ronaldo Ad Extremely powerful Real face, real person Strong empathy Negative health consequences of smoking Graphically shows damage Source: Massachusetts Tobacco Control Program. (2000).

 2007 Johns Hopkins Bloomberg School of Public Health 12 Summary: Four Videos Be careful with humor Use hard-hitting messages that talk about negative health consequences  Do not use fear—use reality Tag ad with a quit-line phone number or Web site to seek help Don’t blame or antagonize smokers  Make sure smoker gets message Think about how many actors are in ads so that you can save money Make ads easily adaptable

 2007 Johns Hopkins Bloomberg School of Public Health 13 Analytic Model

 2007 Johns Hopkins Bloomberg School of Public Health 14 Evaluation Approaches Select subset of ads for theoretical/conceptual purpose  Assesses aided recall and perceived effectiveness Use unaided recall  Assess perceived effectiveness

 2007 Johns Hopkins Bloomberg School of Public Health 15 Population Surveys: Recall Aided  “One series of ads features a man talking about his wife who died. Have you seen any of those ads?”  (If yes): “Would you please tell me more about the ad, for example who appeared... what was said?” Unaided  “Could you please describe the anti-smoking television ad that you have seen recently”

 2007 Johns Hopkins Bloomberg School of Public Health 16 Population Surveys: Perceived Effectiveness “How would you rate it on a scale from zero to ten—where zero means it is not a good anti-smoking ad at all, and ten means it is a very good ad?”

 2007 Johns Hopkins Bloomberg School of Public Health 17 Results: Population Surveys Adult longitudinal study (1993–1996)  Assessed perceived effectiveness of nine television advertisements in 1996  Results for three groups Quitters (n=135) Continuing smokers (n=650) Nonsmokers (n=759)

 2007 Johns Hopkins Bloomberg School of Public Health 18 Source: Adapted by CTLT from Biener, L. et al. (2000). How Good an Ad Is by Emotional Level (Adults)

 2007 Johns Hopkins Bloomberg School of Public Health 19 Results Ads perceived as most effective by all subgroups were those high in negative emotion  These depicted illness due to tobacco use Humorous ads were seen as least effective Continuing smokers rated emotional ads with “tips on how to quit” as highly effective

 2007 Johns Hopkins Bloomberg School of Public Health 20 Survey of Recent Quitters (n=700) “Did any television commercials about cigarettes contribute to your quitting smoking?” (If yes): “Could you describe one such commercial?”

 2007 Johns Hopkins Bloomberg School of Public Health 21 Advertising as a Cessation Aid Source: Adapted by CTLT from Biener, L. et al. (2006).

 2007 Johns Hopkins Bloomberg School of Public Health 22 Categorization of Open-Ended Descriptions of TV Ads Illness: Australia series Baby monitor Careful Cowboy Debbie ETS Generic sick person Pam Rick Ronaldo Body bags: Body bags/NYC Body bags/generic Body bags/other Other truth: Daily dose/illness Generic truth Pharmaceuticals Inspirational quit tip: Girlfriends Picture on pack Other: Celebrities saying don’t smoke Generic teen norms DPH tagline Can’t classify

 2007 Johns Hopkins Bloomberg School of Public Health 23 Television Ads Contributing to Quitting Source: Adapted by CTLT from Biener, L. et al. (2006).

 2007 Johns Hopkins Bloomberg School of Public Health 24 Controlled Exposure Studies Controlled exposure study  Show advertisements to a panel of young people  Ask them a series of questions about the advertisements, looking at changes in intermediary behavior Teenage Research Unlimited (1999) Pechmann et al. (2003) Terry-McElrath et al. (in press)

 2007 Johns Hopkins Bloomberg School of Public Health 25 Naturalistic Exposure Studies Naturalistic exposure study  Expose a large group of people in a community to a set of ads  Take a baseline survey  Conduct a follow-up Farrelly et al. (2002) Biener et al. (2000) Biener et al. (2002) Biener et al. (2004) Donovan et al. (2003) Carol and Rock (2003)

 2007 Johns Hopkins Bloomberg School of Public Health 26 Summary of Findings In all studies except one (Pechmann et al., 2003), the ads that performed the best were the most highly arousing Normative messages were judged less effective Humorous messages were judged least effective Source: Lang et. al. (1997).

 2007 Johns Hopkins Bloomberg School of Public Health 27 Information Processing Mechanisms Source: Adapted by CTLT from Lang et. al. (1997).

 2007 Johns Hopkins Bloomberg School of Public Health 28 Information Processing If equated for arousal, positive messages recalled better than negative ones  Use the negative message to get people into a window of change: contemplation and action  Use positive messages to give quit tips

 2007 Johns Hopkins Bloomberg School of Public Health 29 Consideration in Adapting Existing Advertisements Actors’ fees (baby monitor has no actors’ fees) Use ads that have been proven effective by existing research (Australia) Conduct local qualitative research Create a local link to policy campaigns Be ready for ad placement costs Use ads strategically

 2007 Johns Hopkins Bloomberg School of Public Health 30 Summary: Things to NOT Do Do not say “no” Avoid politicians, athletes, role models, or paid actors in ads Avoid humor Don’t go over the top (fear)

 2007 Johns Hopkins Bloomberg School of Public Health 31 Summary: Things to DO Integrate media with campaign: “Air Cover for the Grand Trophy” Stick to your strategy and be consistent Maximize bonus weight and public relations ($1 paid= $3 free) Use real people and real stories Focus on negative health consequences Introduce new facts on health effects Frame television messages into radio, print, and billboard