1. Evidence in Practice
This is a coursework style assessment, that will be formally assessed during your exam.
The specification requires that you:
Describe one key issue in health psychology, using the content YOU have studied within the application and conduct a content analysis concerning this key issue.
the issue of How to Prevent drug abuse

2. Learning objectives
To learn about what content analysis means and why it is used.
To investigate how to carry out a content analysis.
To look at how a content analysis may be summarised and conclusions drawn.
To look at the issues associated with doing a content analysis.

3. What is content analysis?
Content analysis is a research method used to measure the number of times a behaviour or event occurs within one or several forms of media (or other artefacts). e.g. songs, TV, books, magazines, computer games, newspapers etc
The process is similar to that of an observation although is indirect as you are not observing people directly.

4. Content analysis Quantitative
Is often linked with analysis of documents.
Most documentary evidence is qualitative but it is possible to turn qualitative evidence in to quantitative.
Quantitative content analysis involves categorising the information in some way in order to make comparisons between documents. So you may count the column inches devoted to women's sport for example.
Speeches, books, television programmes or reports can be analysed using content analysis

5. Quantitative content analysis
Strengths
You can make comparisons see patterns and trends
Makes complex text easier to analyse. You can find meanings or biases at a glance
You can repeat the analysis to test reliability
Weaknesses
It can distort the truth. You will only find info on the categories you originally look for. This means you can easily create a bias
Does not give context i.e. through analysis you can lose the original depth and detail

6. What happens in a content analysis? See your hand out
Sample: a content analysis is different from other research methods in that the sample is not a group of people.
The sample will be the artefacts that are to be analysed. This needs to be representative. For example, if looking at gender stereotypes in car adverts that appear in magazines, you would need a wide range of different magazines to get a representative sample.
If you only used men’s magazines, your sample would be biased, and you may not be able to generalise your results.

7. These behavioural categories might be:
Coding System: Similarly to an observation, the researcher has to create a coding system, which breaks down the information into categories. So for each advert, you may first identify the gender of person in the car advert, and then tally what they are depicted doing.
These behavioural categories might be:
Driving the car
Passenger in the car
Washing the car
Loading up the boot
Sitting on the bonnet
Looking at the car
Etc.....

8. The researcher would then tally each time a particular behaviour is included. This is called a quantitative analysis.
Gender stereotypes in car adverts
Tallies
Driving the car
Passenger
Cleaning the Car
Buying a car

9. An alternative to having a coding system like above is to do a qualitative analysis.
This is where the researcher has discovered certain themes and chooses a particular example to illustrate this theme.
Instead of counting the data, the relevant information is described (hence qualitative rather than quantitative).

10. Results: the researcher then looks at the data he has collected, and draws conclusions.
For example, thinking back to anti drug campaigns, you may find that government backed campaigns to prevent drug abuse use more instances of the biological effects of drug taking, compared to a non-government backed campaigns (i.e. what you might find in a soap opera or a pop song)
You may therefore conclude from this that there is a need to accommodate the awareness of the biological effects of drugs in to non-government backed anti-drugs strategies, in order to make them more effective.

11. Strengths and weaknesses of content analysis
High ecological validity
No chance of demand characteristics.
Replicable
Reliability can also be assessed using inter-observer reliability
Observer bias
Culture bias (Ethnocentric)
We cannot draw cause and effect relationships

12. Conducting a content analysis
You would need to:
Make a list of any factors that can be used to help to prevent drug use (these should come from AS and Health Psychology).
From this list of drug prevention concepts you need to outline them in categories that could be measured as preventative. Decide what categories will be on your list
Decide on the sample you need to study e.g. a representative sample which will allow you to discuss your key issue. What sampling decisions do you have to consider?

13. Conducting a content analysis
5) Briefly describe your sources and how you sourced them. Remember to make this a fair test.
6) Tally (count) the number of drug taking behaviours that were mentioned.
7) Draw a visual representation of Quantitative sampling.
8) Write up any qualitative elements sampled.
9) Write up your findings and conclude. Remember that you will need to justify your answers here using concepts, theories and studies from the Health Psychology and AS Units.

14. Real life example … A content analysis was
Conducted by Dr Guy Cumberbatch
and Sally Gauntlett on behalf of Ofcom into ‘Smoking, alcohol and drugs on television’
HW: Read this piece of research before next lesson

15. Possible Exam question
(a) Describe how you undertook you Content Analysis (4)
(b) Using evidence explain what conclusions you drew from your content analysis. (6)