1. Social Norm Marketing Correcting Misperceptions on Campus Jan L. Gascoigne, PhD, CHES jang@bacchusnetwork.org Olivia R. Jolly MPH, CHES olivia@bacchusnetwork.org The BACCHUS Network jang@bacchusnetwork.org olivia@bacchusnetwork.org

2. Traditional Health Education Strategies “If only you knew...” “I’m okay...You, not so much...” “Health Terrorism”

3. “If only you knew...” Information Motorcycle Helmets Save Lives Seat Belts Save Lives: “Buckle Up for Safety” Alcohol is a Drug Smoking causes cancer

4. “I’m okay...You, not so much...” Preaching Smoking Doesn’t Make You Look Cool I Don’t Drink, You Shouldn’t Either

5. Health Terrorism: Scaring the Health into Students There are bad things out there Everyone is at risk

6. Traditional Health Education Strategies “Health Terrorism” Sex = AIDS & Death or Pregnancy “Drink, Drive, and Die”

7. Make Smoking History Advertisement Campaign 3000 Kids Start Smoking Everyday 1st Bike5 years old 1st Hamster8 years old 1st Cigarette11 years old

8. Traditional Health Education Strategies Information Raises awareness, but does not necessarily translate to behavior Skill Building Often does not reach the target population May conflict with cultural and environmental values Scare Tactics Negative marketing No credibility Sets a norm that the behavior is common

9. The goal of commercial marketing is to steer existing patterns of thought and behavior in a certain direction- convincing consumers that a certain brand of toothpaste is superior, for instance, rather than that it is important to brush teeth regularly Commercial Marketing

10. Social Marketing Social marketing is a somewhat more complex concept and sometimes also less effective than its commercial counterpart, since it aims to influence people’s ideas and behavior. Moreover, marketing social products with a tangible base is even more complex, as demand has to be created for the idea or product concept, such as family planning, as well as for the tools or products itself, such as condoms

11. Social Marketing Is a health promotion strategy Utilizes commercial marketing techniques to promote health behaviors and social justice issues Creates advertising and promotional materials for organizations or concepts Addresses the needs of the target population Takes time and persistence to create change

12. Social Marketing Has a focused message Take on one issue at a time Requires saturation of the target community

13. Social Norm Theory Pro-Active Prevention Most students are making HEALTHY CHOICES and have Healthy Attitudes about pertinent Life issues

14. Most Students do not know they are Most Students

15. Silent Majority The “Perceived Norm” of irresponsible behavior becomes acceptable-- Healthy students become the “Silent Majority”

16. Misperceptions of Peer Attitudes and Perceived Campus Norms for Alcohol Use Among Students. (Perkins & Berkowitz, 1986) “Drinking is never a good thing to do.” “Drinking is all right, but a student should never get ‘smashed’.” “An occasional ‘drunk’ is okay as long as it doesn’t interfere with grades and responsibilities.” “An occasional ‘drunk’ is okay even if it does occasionally interfere with grades or responsibilities.” “A frequent ‘drunk’ is okay if that’s what the individual wants to do.”

17. Where Do Misperceptions Come From? Extreme Behavior Stands Out The Media Perceptions of College Life Carriers of Misperception “Bystander” Syndrome

18. Misperceptions and Social Norms Theory “This theory holds that if students perceive something to be the norm, they tend to alter their behavior to fit that norm, even if it isn’t reality. So if students think heavy drinking is normal, they’ll drink more. If they think responsible drinking is normal, they’ll drink more responsibility.” - Michael Haines, NIU

19. Social Norms Marketing Social Marketing Plus Social Norms Theory

20. Why It Works? It is cost effective It is local- it is about me Marketing is a powerful It is tradition-forming It is campus or community-wide

21. Downsides? Telling the truth is dangerous People will want to add their own stuff Harm reduction focus It takes time and patience to get saturation You will get bored, your students/staff will get bored--keep the faith The “most” can isolate the “some” Very hard to get buy-in/consistent messages People may feel attacked--”that can’t work”

22. NCAAW National Campaign

24. Smokeout National Campaign

28. Montana Model: Systemic Coordination Montana Model Linkenbach & D’Atri 1998

29. Social Norm Marketing Steps & Components Montana Model Linkenbach & D’Atri, 1998

30. Step 1 Planning and Environmental Advocacy Research Goals and Objectives Assets & Liabilities Map Key Stakeholders Trainings Sustainability

31. Social Norm Marketing Steps & Components Montana Model Linkenbach & D’Atri, 1998 Step 2 Baseline Data Existing Data Quantitative Data Qualitative Data Triangulation

32. Social Norm Marketing Steps & Components Montana Model Linkenbach & D’Atri, 1998 Step 3 Message Development Normative Message Principles Create Samples Cross Check

33. Social Norm Marketing Steps & Components Montana Model Linkenbach & D’Atri, 1998 Step 4 Market Plan Customer Orientation Assess Communication Channels Strategic Plan The Five “P’s” Market Mix

34. Social Norm Marketing Steps & Components Montana Model Linkenbach & D’Atri, 1998 Step 5 Pilot Test and Refine Materials Sub-Population Testing Saturation of Feedback Refine and Re-Pilot Terminate and Go

35. Social Norm Marketing Steps & Components Montana Model Linkenbach & D’Atri, 1998 Step 6 Implement Plan Initiate Plan Pilot “on the run” Serve as Broker Trouble Shooting Data for Next Generation

36. Social Norm Marketing Steps & Components Montana Model Linkenbach & D’Atri, 1998 Step 7 Evaluation Formative Process Outcome Documents Notebook Ripple Effects Product Delivery

37. Lessons Learned: Stakeholders Groups Creates Support for Campaign Spend a Year Getting Campus Ready for Campaign Create an Inclusive Group Hold Regular Meetings Value Peers in The Process Train Carriers (RAs, Student Government, Peer Educators) Faculty, Administration

38. Lessons Learned: Survey Methods Plan for Extra Time with Human Subject Review Board Instrument Selection Dillman Mailing Model Incentives for Survey Return Involve Students--Opportunity to Work With Statistics Class Definition of “Smoker” is Unclear

39. Lessons Learned: Message Development Color Photo Selection Focus the Message Vary Medium of Message Consider Main Messages--Less is More Prep to Answer Questions about Messages Campus/Community Response- Smoker vs. Non-Smokers Poster Quantity Be Prepared for Those Who Want To Quit

40. Continuing to Create Change With Students - A Peer Education Perspective Point 1We need to motivate students to be responsible for their own health Point 2Continue to help students choose health by inviting them to “positive” possibilities Point 3We need to promote the health of the “most” while reaching out to the “some.” Point 4Create campus environments where unhealthy behavior stands out and is confronted

41. Resources www.socialnorm.org Schneider, Towvim, DeJong “The Social Norms Marketing Research Project: Results for Study 1.” The Report on Social Norms, Volume 4(5): February 2005 Larimer, Mallet, Geisner “Predicting drinking behavior and alcohol-related problems among fraternity and sorority members: Examining the role of descriptive and injunctive norms.” Psychology of Addictive Behaviors, 2004 18(3): 203- 212. Scholly, Katz, Gascoigne, HOlck, “Using Social Norms Theory to Explain Perceptions and Sexual Health Behaviors of Undergraduate college Students: An Exploratory Study.” Journal of American College Health, Vol. 53, NO. 4, 2004

42. The North American Conference on the Social Norms Approach July 15-17, 2007 Cambridge, MA www.bacchusnetwork.org