TY - JOUR
T1 - Improving Prevention Curricula
T2 - Lessons Learned Through Formative Research on the Youth Message Development Curriculum
AU - Greene, Kathryn
AU - Catona, Danielle
AU - Elek, Elvira
AU - Magsamen-Conrad, Kate
AU - Banerjee, Smita C.
AU - Hecht, Michael L.
N1 - Funding Information:
This publication was supported by Grant No. R21 DA027146 from the National Institute on Drug Abuse to Rutgers University (grant recipient), Kathryn Greene (principal investigator). This work was funded in part through the NIH/NCI Cancer Center Support Grant P30 CA008748 (PI: Craig B. Thompson, MD). Its content is solely our own responsibility and does not necessarily represent the official views of the National Institutes of Health.
Publisher Copyright:
Copyright © Taylor & Francis Group, LLC.
PY - 2016/10/2
Y1 - 2016/10/2
N2 - This article describes formative research (a pilot study, interviews, and focus groups) conducted as part of a feasibility test of 2 versions (Analysis vs. Planning) of a brief media literacy intervention titled Youth Message Development (YMD). The intervention targets high school student alcohol use with activities to understand persuasion strategies, increase counter-arguing, and then apply these new skills to ad analysis or a more engaging ad poster planning activity. Based on the theory of active involvement (Greene, 2013), the Planning curriculum is proposed to be more effective than the Analysis curriculum. Overall, results of the formative research indicated that students (N = 182) and mentors/teachers (N = 53) perceived the YMD Planning curriculum as more interesting, involving, and novel, and these ratings were associated with increased critical thinking about the impact of advertising, lower alcohol use intentions, and fewer positive expectations about the effects of alcohol use. Qualitative feedback indicated a need to supplement alcohol-focused ad stimuli with ads targeting other advertising images, use incentives and competition-based activities to further enhance student motivation, and provide flexibility to enhance the appropriateness of the curriculum to various settings. These concerns led to the development of a revised curriculum and plans for further study.
AB - This article describes formative research (a pilot study, interviews, and focus groups) conducted as part of a feasibility test of 2 versions (Analysis vs. Planning) of a brief media literacy intervention titled Youth Message Development (YMD). The intervention targets high school student alcohol use with activities to understand persuasion strategies, increase counter-arguing, and then apply these new skills to ad analysis or a more engaging ad poster planning activity. Based on the theory of active involvement (Greene, 2013), the Planning curriculum is proposed to be more effective than the Analysis curriculum. Overall, results of the formative research indicated that students (N = 182) and mentors/teachers (N = 53) perceived the YMD Planning curriculum as more interesting, involving, and novel, and these ratings were associated with increased critical thinking about the impact of advertising, lower alcohol use intentions, and fewer positive expectations about the effects of alcohol use. Qualitative feedback indicated a need to supplement alcohol-focused ad stimuli with ads targeting other advertising images, use incentives and competition-based activities to further enhance student motivation, and provide flexibility to enhance the appropriateness of the curriculum to various settings. These concerns led to the development of a revised curriculum and plans for further study.
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U2 - 10.1080/10810730.2016.1222029
DO - 10.1080/10810730.2016.1222029
M3 - Article
C2 - 27684111
AN - SCOPUS:84989890303
SN - 1081-0730
VL - 21
SP - 1071
EP - 1078
JO - Journal of Health Communication
JF - Journal of Health Communication
IS - 10
ER -