1. Department of Communication Active involvement: A brief media literacy approach to substance use prevention Kathryn Greene, Rutgers University Funded by NIDA R21DA027146

2. Department of Communication 2 Introduction: Contributions of Communication Many fields focus on prevention and/or interventions Communication expertise in content but how to apply? How to optimally refine programs to use theory to maximize interventions and message content

3. Department of Communication 3 Example: Active Involvement Interventions Limited intervention opportunities (time, cost) Little theoretical guidance for which intervention components are crucial or “active” Emphasize how to involve participants in interventions What is the theory behind using message planning or production? Greene, K., & Hecht, M. L. (in press). Introduction for Symposium on engaging youth in prevention message creation: The theory and practice of active involvement interventions. Health Communication.

4. Department of Communication 4 Active Involvement Interventions (AIIs) Two categories of interventions using message planning 1. Adolescents create messages as strategy for message development (e.g., CBPR) Greene, K. (in press). The Theory of Active Involvement: Processes underlying interventions that engage adolescents in message planning and/or production. Health Communication.

5. Department of Communication 5 Active Involvement Interventions (AIIs) Two categories of interventions using message planning 2. Adolescents develop/plan as a strategy for influence within an intervention Develop Theory of Active Involvement (TAI) Greene, K. (in press). The Theory of Active Involvement: Processes underlying interventions that engage adolescents in message planning and/or production. Health Communication.

6. Department of Communication 6 Theory of Active Involvement (TAI) Grounded in social cognitive theory (Bandura, 1986) Notion of self-regulation Create intervention to emphasize multiple perspective taking and evaluating discrepancy Emphasize engagement with intervention as a key missing component to date [and knowledge and skills as secondary to lasting change] Greene, K. (in press). The Theory of Active Involvement: Processes underlying interventions that engage adolescents in message planning and/or production. Health Communication.

7. Department of Communication Media Literacy (ML) as an example of AII New and promising avenue for prevention –ML expands traditional literacy and uses literacy tools to analyze media –ML training can include analysis and production (or planning) components ML training/interventions addressing alcohol –Overall favorable results (i.e., reduction in specific beliefs, attitudes, and intentions) for elemen. and middle school kids –Can improve cognitive resistance to ads 7

8. Department of Communication Curriculum Ad to Generate Discussion 8

9. Department of Communication Critiques of ML Interventions Lack of clarity about the causal process –No explanations of why and how the participants change attitude and/or behavior when exposed to these programs Failure to form students’ engagement –ML interventions generally fail to form students’ motivation to resist such influences (focus on knowledge or skill acquisition) Unclear optimal dose and length of expected effects Rarely tailored –Missing adequate tailoring to the cognitive capabilities and developmental stage of the target audience 9

10. Department of Communication Initial Study: Smoking Targeting middle school smoking using ML intervention in 2 schools, 2 lesson intervention (about 75 minutes) 3 conditions: control, analysis, planning Planning reported negative anti-smoking attitudes and lower intentions to smoke; analysis also less favorable smoking attitudes and intentions than control Thus: –Planning > Analysis > Control Produce evidence that involving adolescents actively in generating messages provides a more powerful strategy of using ML in prevention Banerjee, S. C., & Greene, K. (2007). Anti-smoking initiatives: Examining effects of inoculation based media literacy interventions on smoking-related attitude, norm, and behavioral intention. Health Communication, 22, 37-48. Banerjee, S. C., & Greene, K. (2006). Analysis versus production: Adolescent cognitive and attitudinal responses to anti- smoking interventions. Journal of Communication, 56, 773-794. 10

11. Department of Communication NIDA Study 2010-2012 Grounded in theories of persuasion and information processing; designed to test hypotheses about the process of cognitive change Feasibility of a brief ML intervention (limited resources) Planning versus analysis conditions Alcohol-focused Brief (90 minutes) Greene, K. (2010-2112), Principal Investigator. Grant #R21 DA027146 from the National Institutes of Health's National Institute on Drug Abuse (NIDA) for project "Active Involvement in Creating High School Substance Use Prevention Messages." 11

12. Department of Communication Structure of YMD Curriculum (+ ex’s, discussion) Introduction Target audience, persuasion techniques (4 main ones), claims Activity 1: Analyze alcohol ad in group Counter-arguing or missing from ads, anti-ads Attention, production techniques Activity 2: Planning anti-alcohol poster Conclusion (and evaluation) 12

13. Department of Communication Phase 1 – 2010 Pilot of preliminary curriculum: Students Method 149 10 th grade high school students (ages 14-16; M = 15.57, SD =.61) 32 schools across Pennsylvania attending Leadership Institute Results The pilot poster planning students viewed the intervention as more novel (t(146) = -2.92, p <.001) and more involving (t(146) = -2.23, p <.01). Perceptions of novelty and involvement were significantly correlated with perceived gain (novelty r =.18, involvement r =.41; p <.001), reflectiveness (novelty r =.24, involvement r =.47; p <.001), alcohol use intentions (involvement r = -.15, p <.01), and alcohol expectancies (involvement r = -.16, p <.01). 13

14. Department of Communication 14

15. Department of Communication Phase 2: 2010 Pilot of preliminary curriculum: Mentors Method Mentors accompany students (N = 40; ages 20 to 65, M = 37.38, SD = 13.05) also evaluated the curriculum. Teachers (64%), counselors (14.5%), administrators (6.5%), youth agency workers (4%), or other (11%). Results Mentors reported planning was more involving (t(38) = -3.48, p <.001), enjoyable (t(38) = -2.57, p <.01), interesting (t(38) = -3.24, p <.001), less boring (t(38) = -3.39, p <.001), more likely to work well in their school (t(38) = -2.81, p <.001), different from the regular classes (t(38) = -1.91, p <.05); perceived structure would facilitate curriculum adoption (t(37) = -1.75, p <.05). 15

16. Department of Communication Refining Curriculum: Additional Formative Method: 2 teacher focus groups, 2 student focus groups, 20 student interviews, 6 mentor (teacher) interviews. Results Specific ads to incorporate (e.g., Pdiddy), balance main ads Activity Sheets restructured to improve involvement Clarify curriculum procedures, Activity 2 instructions Refine measurement 16

17. Department of Communication Additional test of YMD curriculum (2011) 3 waves using Leadership Program students in PA Analysis vs. Planning (with small control) 171 10 th graders, 34 schools across PA Revisions emphasized planning component of the poster planning activity 17

18. Department of Communication Additional studies Focus on measures of motivation to tap involvement Greene, K., Yanovitzky, I., Magsamen-Conrad, K., Elek, E., Banerjee, S. C., Hecht, M. L., & Carpenter, A. A theory-grounded measure of target audiences’ motivations to process media literacy interventions. Focus on analysis of posters planned/produced in interventions Banerjee, S. C., Greene, K., Hecht, M. L., Magsamen-Conrad, K. C., & Elek, E. (in press). “Drinking won’t get you thinking”: A content analysis of adolescent-created print alcohol counter advertisements. Health Communication. Focus on measure of counter-arguing –Validity study of skills measure to ascertain overlap with scales 18

19. Department of Communication Future Research Active involvement interventions –Theory about process –Necessary and sufficient components Ensuring that interventions can be utilized by community partners How communication scholars can contribute to this question 19

20. Department of Communication Questions? Contact –klgreene@rutgers.edu 20