1. Office of the Los Angeles City Attorney Michael N. Feuer Tobacco Enforcement and Education Program NORA MANZANILLA Program Director (213) 978-2704 nora.manzanilla@lacity.org USES OF PHOTOVOICE (T.A.R.G.E.T. PROJECT)

2. What is PhotoVoice? Definition: PhotoVoice is a process by which people can identify, represent, and enhance their community through a specific photographic technique. It entrusts cameras to the hands of people to enable them to act as recorders, and potential catalysts for social action and change, in their own communities. It uses the immediacy of the visual image and accompanying stories to furnish evidence and to promote an effective, participatory means of sharing expertise to create healthful public policy. Developed by Caroline C. Wang and Mary Ann Burris (1994) An innovative participatory research method for collecting data Enables community people to ID, represent and enhance their community through photographs USC TEAM LAB

3. PhotoVoice Specific Aims Specific Aims USC TEAM LAB 1CollectingData 2GroupDiscussion 3CreateChange

4. 1CollectingData Enable people to record and reflect their community's strengths and concerns; USC TEAM LAB

5. To promote critical dialogue and knowledge about personal and community issues through large and small group discussions of photographs; and 2GroupDiscussion USC TEAM LAB

6. to reach policy makers. 3CreateChange USC TEAM LAB

7. How do I even begin to collect data? 1. Planning Stage – Clearly define the purpose and objectives – Initiate Policy component – Develop PhotoVoice training curriculum – Design recruitment strategies and materials – Coordinate logistics (Who, when, where) USC TEAM LAB

8. T.A.R.G.E.T. Project is a civic engagement and community-based learning project that focuses on engaging high school students to educate the retail community around the schools. Through PhotoVoice, the students will learn to raise awareness of tobacco’s presence and influence in their communities. Students participate in six, one-hour activities and trainings such as media literacy and tobacco advertising, PhotoVoice and civic and local government participation. T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

9. PLANNING Collaboration with Los Angeles Unified School District (LAUSD) ● Meetings to discuss 20 participant high schools TARGET Project Staff ● School selection based on illegal tobacco sales to minors (Hot Spots) areas ● Mapping of 25-40 Tobacco Retailers around participant high schools ● Assessment of retailers conducted through drive-by, database research ● Create database of retailers organized by geographic locations ● Assign teams and designate drivers and chaperones T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

10. CHECK LIST Create a list of items and materials needed on the day of the PhotoVoice field trip, such as: ● List of retailers ● Parent permission slips ● Photo release/consent form ● Maps/driving directions ● Cameras ● Pens, clipboards & sign-in sheets ● Name tags or t-shirts ● Water & snacks T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

11. PhotoVoice Data Collection TARGET Teams ● Two adults per team: a driver and chaperone Merchant Education Packets ● Discussion with retailer and students ● Requesting permission for access Prioritize Safety ● Potential risks: loiterers, gangs and tobacco shops ● Police presence

12. Students Working on PhotoVoice Displays

13. Say No! Students make reference to the large number of “tobacco only” shops in their community. T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

14. Smoking? You Must Be Joking! Students make reference to tobacco advertisements placed at eye-level. One specific brand is highly advertised/ marketed in this community. T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

15. Smoke Now… Pay Later! Students make the connection between access of tobacco products, the amount of litter/environmental problems and the health risks. T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

17. Why Smoke? Students explain why teens choose to smoke and conducted a survey among their peers. New tobacco industry products are heavily marketed in this community. T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

18. Why collect data? To learn about the extent of public health problems in your community, such as tobacco advertising To provide information to decision-makers (e.g., lawmakers such as the city council) about extent of the public health problem What is quality data? Quality data are produced when: The surveys are well designed Many locations in the community are surveyed Data are collected consistently (no missing data on surveys, no “mistakes” in recording, etc.) The data analysis is strong T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

19. Nine categories were used to classify the tobacco retailers The results of the surveys are from 249 tobacco retail locations around 12 schools T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

21. Newport and Marlboro were the two most heavily advertised brands While 697 pro- tobacco ads were counted, only 115 anti-tobacco messages were noted from the stores This shows a 6:1 ratio between tobacco ads and anti-tobacco messages T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

22. In general, there were more Marlboro ads at retail locations near schools than Newport ads. Newport and Marlboro Ads Near Schools T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

23. This graph shows the pro-tobacco ads and anti-tobacco messages counted at retail stores near school sites. Pro-Tobacco Ads and Anti-Tobacco Messages Near Schools T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

24. Around each school, there were many more pro-tobacco ads than anti-tobacco messages. Pro-Tobacco Ads and Anti-Tobacco Messages Near Schools T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco

25. PhotoVoice requires extensive planning and preparation: Assess your community Understanding your area of focus Safety of minors Mapping locations Coordination/ Team Lists Supplies i.e., cameras, surveys Photo Development Lessons learned: Safety first Never underestimate students point of view & their creativity Establish protocols and procedures Varying differences between communities T.A.R.G.E.T. Project Teens and Retailers Getting Educated on Tobacco