Project Wellness and The Social Norms Method for Health Enhancement and Harm Reduction (and Implications for Physical Activity Promotion)

Correct campus misperceptions that most K- State students are heavy drinkers who do not know how to use alcohol safely or responsibly and therefore cause harm to themselves or others. Reduce heavy drinking among K-State students to more moderate and safer levels. And increase use of protective behaviors. Reduce harm experienced as a result of heavy drinking and/or infrequent use of protective behaviors. Goals of Project Wellness

Theory and Research Behind the Social Norms Method

Social Norm An expected standard of behavior and belief established and enforced by a group A pattern or trait taken to be typical in the behavior of a social group People’s perception of social norms are often a good predictor of what they will say and do

October 1987: Students Carrying Backpacks

March 2003: Students Carrying Backpacks

Sociological Theory Norms are fundamental to understanding the social order and variations in human behavior (Campbell, 1964; Durkheim, 1951)

Sociological Theory Sociologist Wesley Perkins (2002) notes that “social psychologists have long argued that people tend to adopt group attitudes and act in accordance with group expectations and behaviors based on affiliation needs and social comparison processes (Festinger, 1954), social pressure toward group conformity (Asch, 1951, 1952), and the formation and acquisition of reference group norms (Newcomb, 1943; Newcomb and Wilson, 1966: Sherif, 1936, 1972)

Research of W. Perkins and A. Berkowitz, Sociologists Found that college students regularly and grossly overestimated the drinking of their peers, and thus created a false norm of heavy drinking

A Premise of Social Norms Method A powerful determinant of college student behavior (particularly related to drinking) is what they perceive or believe other students are doing – what is the norm

Why peer influence is so powerful during college years Time of personal development Time of Forming and Norming lifetime attitudes Distance from family Availability of peers Low influence of campus adults

Mechanisms that cause and perpetuate the false norm Media Attention to sensational, atypical events Images from popular culture

Causes of false norm (cont.) Public conversation: “Did you see Jack at the party last night …” Vividness effect Attribution error

Perception vs. Actual: False Norm at K-State?

How a False Norm Can Function in a Social Group Pluralistic Ignorance When one falsely believes one’s private attitudes, judgments, or behaviors are different from the majority. Individual adjusts actions to fit in; increases participation in what he/she thinks is socially desirable.

Social Norms Model Alcohol-Related Harm Alcohol Use Behaviors Harmful Consequences Alcohol Use Misperceptions

The Opportunity College students’ actual drinking norm is much less than what they perceive it to be

Social Norms theory hypothesis If students know the true norm of their peers their own behavior will be more consistent with this behavior than with the false norm.

Social Norms Model Reducing Harm More Moderate Alcohol Use Less Harmful Consequences Correct Information on Alcohol-Use Norms

Applying Social Norms Method: Media Campaign Procedures Get information from target population --Survey student body Inform target population about alcohol use norms of students through consistent media messages

Project Wellness 2003 Survey Data Responsible drinking is the norm at K-State! K-Staters average about one drink per hour when they party. Most (56%) party one or fewer nights per week.

2003 Survey Data (cont.) K-Staters know how to keep themselves and others safe when they use alcohol! Of those who drink: 88% choose to drink in places they know they will be safe 88% report they never pressure someone to drink 84% report they usually or always have a designated driver 62% report they keep track of the number of drinks they have

Alcohol-related harm is low 98% Report they have not required medical attention because of their drinking 90% Report they have not been in a physical fight due to their drinking 85% Report they have not damaged property due to their drinking 82% Report they have not done poorly on a test or important project because of their drinking 2003 Survey Data (cont.)

Getting information on norms Classroom Survey Media Testing Focus Groups Poster Incentive Project Freshman Focus Groups Seminar: Investigating The Student Experience VIP/Influential Students Project (Tippers) On-line Journaling & Discussion Group With Leadership Students

What We Learned Consequences Students Want to Avoid Doing something embarrassing, humiliating Hangovers Late for or miss class/work Weight gain & decrease physical fitness Assault, accident, DUI: terrible, but not likely

What We Learned Protective Behaviors Utilized by Students Designated drivers “Buddy system” Time management Limit money Idiosyncratic ways of “knowing” when to stop Upperclassmen learned how to drink more safely from experience

What We Learned What’s Important to Students Academic success Graduating, getting desired job Physical health Healthy relationships and friendships Fun, stress relief, letting go

Delivering Social Norms Messages 127 advertisements (~ 27 Fall, 12 Spring) Posters (2000, 2001) Flyers Give-away items Banner Web site

Advertising in the Collegian Progression of Media Development Give basic consumption messages

Advertising in the Collegian Progression of Media Development Highlight protective behaviors

Advertising in the Collegian Progression of Media Development Link drinking with important issues & emphasize safer partying

Advertising in the Collegian Progression of Media Development Improve the link between other health/important issues and drinking

Characteristics of Social Norms Marketing Positive – P romotes, supports, and affirms the healthy behaviors of students Motivates them to use the skills they already possess Inclusive – No one is excluded from access to wellness Empowering – Encourages people to act on their own behalf and identifies what they can do to realize wellness

Measuring Outcomes of Intervention Survey data Focus group data Mall intercept data Auxiliary data Qualitative interviews with KSU student services personnel Data from KSU student services

Outcome measures Data on Perception of Consumption (Nights Party/Week) No media

Outcome measures Data on Perception of Protective Behaviors

Outcome measures Harmful Consequences / No media

Other Social Norms Implementations

Injunctive (Attitudinal) Norms Addressing students’ attitudes about and comfort with high risk health behaviors.

Can Social Norms be used for Physical Activity Promotion? Combine Social Norms and Theory of Reasoned Action Recall: Subjective norm = perceived social pressure to to perform or not perform the behavior Normative beliefs = perceived expectations of important others Motivation to comply with normative beliefs

Attitude SubjectiveNorm Intention Behavior BehavioralBeliefs NormativeBeliefs Theory of Reasoned Action Evaluation of B. B Motivation to Comply

Example: PA in Older Adults (50+) Godin and Shephard (1990): Adult population held favorable impression of physician’s attitude toward exercise. People had desire to comply with such beliefs.

Possible Social Norms Marketing Strategies To increase normative beliefs that important others (physician and peers) approve of regular PA and to increase motivation to comply -- Advertise normative beliefs of physicians and older adults toward PA for older adults

Possible Social Norms message: Most Physicians in Sometown strongly approve of regular exercise for older adults. Most seniors in Sometown believe staying PA is important. Here are typical ways Sometown seniors stay active: Attend water aerobics at YMCA Walk the mall with mall walkers group Engage in minutes of yard and house work Participate in movement classes at community center