**Analyze This PSA 1: ABC's**

> **Target Audience:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Affected Population:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Product:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Price:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Promotion:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Action Step:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Place:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Analyze This PSA 2: Police**

> **Target Audience:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Affected Population:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Product:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Price:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Promotion:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Action Step:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Place:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Analyze This PSA 3: Oxy Family**

> **Target Audience:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Affected Population:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Product:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Price:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Promotion:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Action Step:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> **Place:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

Bureau of Substance Abuse Services

Massachusetts Department of Public Health

Product: 60 Second Radio

**Title: ABCs (MDPH-0601)**

**Girl:** (A young girl saying her ABCs) A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P

**Announcer:** Your kids are so young, do you really need to start
talking to them about alcohol now? Well, yes it can make a big
difference. Especially when they're around eight.

**Girl:** Q-R-S-T-U-V-W-X-Y-Z

**Announcer:** Because today, kids think about drinking younger and
younger. So, it's important to explain to them how you feel about
underage drinking early on.

**Girl:** Now I know my ABCs. Next time won't you sing with me?

**Announcer:** Because, before you know it, they're all grown up.

**(Sound effects: A street. Cars zoom by. The crackle of a police radio
in the background)**

**Teen:** (A teenage girl, having trouble with a roadside sobriety test,
saying her ABCs wrong) Q-R-S-D-U-T (she laughs nervously, then asks)
Wait, can I start over, officer?

**Announcer:** Be the first person to talk to your kids about alcohol.
For a free pamphlet and help with what to say, call us at
1-800-237-5050. A message from the Massachusetts Department of Public
Health, Bureau of Substance Abuse Services. Prevent. Treat. Recover. For
Life.

Bureau of Substance Abuse Services

Massachusetts Department of Public Health

Product: 60 Second Teen Radio

**Title: Police**

*Girl:* Oh man, my parents are going to kill me.

*Boy 1:* Where's the bottle?

*Boy 2:* Why don't you try under the seat, genius?

*Boy 1:* I don't see under the seat, genius\-\--.

*Girl:* \-\--Shut up you guys...the police...shut up.

*Policeman:* Good evening folks, can I see your license and
registration, please?

*Girl:* Uhm, Alan open the glove box.

*Policeman:* What's your name?

*Girl:* Jenny Snell

*Policeman:* Jenny, I've been following you for over three miles.

*\<Cough in the background\>*

*Policeman:* Have any of you been drinking?

*Group:* Uh...no sir...no

*Policeman:* That bottle that's under your feet?\...That one there.

*Boy 1:* Nice going, Walt

*Boy 2:* Shut up

*Policeman:* Yes, sir, hand it to me, please.

*Boy 1:* I can't believe it.

*Narrator:* Who do you want the first person to be to talk to your kids
about alcohol?

*Policeman:* I'm going to have to ask all of you to get out of the car.

*Narrator:* Take the time to talk to your kids about alcohol. Your words
can make a different. You can have an effect. For a free pamphlet, call
1-800-327-5050. A message from the MA Department of Public Health,
Bureau of Substance Abuse Services. Prevent. Treat. Recover. For Life.

Bureau of Substance Abuse Services

Massachusetts Department of Public Health

Product: 60 Second Teen Radio

**Title: Oxy Family**

Teen: I did decent in school and I was dead against drugs. One day I
smoked some weed and after that I started doing prescription pills
including OxyContin. It went down hill real quick.

> I would come home from school sweating and shaking. I needed to take
> drugs just to keep from feeling sick.

Mom: He was on a path of self-destruction. He was kicked out of school.

Teen: I stole from my little brother's piggy bank just to support my
habit.

Mom: I got him into detox, rehab programs.

Teen: With support and treatment, I've been sober for one year and three
months.

> If I had kept using oxy, I'd be dead now. She never gave up.

Mom: I just couldn't, you know, I had to try to help.

Announcer: Misusing OxyContin is addictive and dangerous. Misusing
prescription drugs can ruin your life. To learn more or to get help,
call 1-800-327-5050, 1-800-327-5050.

> A message from the Massachusetts Department of Public Health Bureau of
> Substance Abuse Services.

Messages should be:

-   CLEAR - Avoid messages that can be interpreted to condone what is
    actually unwise or unsafe behavior. And remember that clarity is a
    function not only of language, but also of visual elements in your
    message.

-   CONSISTENT - All of your messages should be consistent with each
    other and with your program objectives.

-   CREDIBLE - Use sources or spokespersons that your audience believes
    and trusts. For example, family or extended family members, peers,
    slightly older peers, successful role models are all possibilities
    for spokespersons. For youth, trust is often a major issue.

-   ATTENTION-GETTING - Innumerable messages on a myriad of topics are a
    daily fact of life in our society. Your challenge is to break
    through the clutter of messages and gain attention.

-   PERSUASIVE - Messages work best when they persuade rather than
    pontificate.

-   POINTING TOWARD A NEXT STEP - Often, the most effective messages are
    those that suggest some concrete action to take after hearing the
    message. E.g., calling a hotline, talking to an adult, joining a
    group.

-   PERSONALLY RELEVANT - Messages should respond to audience needs and
    interests. For example, you probably should emphasize the immediate
    benefits of resisting drug use, rather than long-term health
    effects. Audience research will help you to gauge personal
    relevance.

-   APPROPRIATELY APPEALING - Messages can appeal in various ways \--
    principally through logic, fear, humor, and other emotions. Messages
    can appeal to a variety of emotions, e.g., friendship or romance or
    bereavement. Emotional appeals may make a message attention-getting
    and memorable; on the other hand, strong emotional appeals may
    backfire if they are not done carefully. One of the most
    controversial emotional appeals is fear. Careful testing with your
    target audience is especially important if you consider using fear.
    Humor may work best when a new approach is needed to an old message.
    But remember that people have different senses of humor \-- what
    seems lighthearted to some may seem silly to others. Humor can also
    offend. Like fear, this appeal must be developed carefully. And
    finally, a logical approach may be appropriate when your objective
    is to fill gaps in the audience\'s knowledge or to dispel myths.

-   CULTURALLY RELEVANT - Message appeal must be carefully developed and
    tested with each culturally different group targeted. One must
    consider important cultural differences in language, customs, and
    attitudes. Use appropriate language, avoid negative stereotypes, use
    a variety of role models, and reflect cultural/social norms.

-   CONVEYED THROUGH APPROPRIATE CHANNELS - There are three basic routes
    or methods of message delivery \-- mass media, interpersonal, and
    community channels. Decide on the channels you will use based on
    what you have learned about your audience. For example, you may have
    found which radio station youth listen to, what television shows
    they watch, which recreation centers they visit, or which
    individuals they are likely to believe. Use channels that will reach
    and influence your audience; that are appropriate to your program\'s
    purpose and message; and that are appropriate to the problem. Also,
    use a mix of several channels to make sure that your message is
    repeated and reinforced.

-   DEVELOPED IN A VARIETY OF FORMATS - When you\'re considering formats
    (the product) for your messages, don\'t stop at brochures, posters,
    and PSAs. Also consider materials that may be new to your audience.
    Teen theater for youth might be an example. Your audience research
    will provide some suggestions/answers.

-   PRETESTED - Test drafts of the messages and materials. Pretests can
    provide insights into whether materials or channels will work with
    your audience. However, pretests cannot guarantee success.

Types of Channels : In selecting channels\--the routes or methods of
message delivery\--your will make choices about ways to reach your
target audience. Decide on the channels you will use based on what you
have learned about your audience. For example, you may have found which
newspaper they read, what TV shows they watch, and which churches,
agencies, recreation centers, and business serve the community.

**Mass Media Channels:** The major media channels\--television, radio,
newspaper, and magazines\--are often the first that come to mind when
you\'re planning a communication campaign. And they do have some
definite advantages. [Advantages]{.underline}. Mass media can reach many
people quickly; help to change and reinforce attitudes; and they can
suggest an immediate action, such as calling a hotline. They can also
demonstrate a skill, such as saying no to a drink.
[Disadvantages]{.underline}. Mass media have several drawbacks, however.
They are less personal, intimate, and trusted than interpersonal and
community channels; there is no opportunity for the kind of human,
face-to-face interaction that is often needed when dealing with
substance use/abuse related issues.\
\
Mass media are limited by time and space restrictions. One news story
may last just a few minutes during a 30 minute newscast. In fact, for a
topic to even make it on the air in the first place, it has to be
considered \"newsworthy\". And print ads are limited by the format or
size of the page. Mass media offer limited opportunities to communicate
complex or controversial information. Also, when mass media channels are
used, you tend to have less control over how the information is
communicated to your target audience. [Characteristics of mass media
channels]{.underline}. The mass media, despite the way we use the term
are not monolithic. Television, radio, newspaper, and magazines each
have certain advantages and disadvantages from the point of view of
substance abuse communications.\
\
*For example:* [Television]{.underline} has potentially the widest reach
but does not permit a specific targeting as do some radio stations and
magazines. [Radio]{.underline} is less expensive to use and offers the
opportunity for audience involvement through call-in shows. Many radio
stations appeal to a specific group in a community, e.g.,
Spanish-language stations, rock music stations that attract teenage
listeners. [Magazines and most newspapers]{.underline} can explain more
complex issues and lend themselves to more factual, rationale messages.
Newspaper headlines and photos, like TV and radio newscasts, can help
keep an issue high on the public agenda. [Billboards and transit
ads]{.underline} can be more specifically targeted to a particular
audience by selecting the appropriate location for display. CSAP, for
example, launched a campaign using billboards, donated by outdoor
advertising firms, in more than 60 major metropolitan areas. The
billboards are concentrated in inner-city neighborhoods.

The media\'s impact on substance abuse can be negative. Soap operas, for
example can glamorize drinking and drug abuse in subtle ways, or fail to
show the true consequences of abuse. On the other hand, the mass media
can be on our side; radio call-in show can take on a cause; talk show
hosts can help focus public attention on a problem or on our program;
entertainment programs can include positive, nonuse messages. On the
local level, you can work with newspapers and broadcast stations,
persuading them not only to write news stories and air PSAs, but also to
join a campaign in a more active way. The media can monitor their
advertising and other programming to make sure they are not themselves
part of the problem. They also can sponsor community events.

Run editorials and guests commentaries , Include special feature stories
or a series on local news programs , Produce documentaries , Feature
guest interviews about prevention , Run the music video (provided to all
affiliates by closed-circuit feed) on locally originated programming

Sponsor special events , Seek funding and in-kind contributions from
local advertisers

Community Channels , Community channels can also carry your message.
They can be used to disseminate pamphlets or display posters. Or they
may be a way to develop activities that help promote your message, such
as group meetings, community picnics, etc.

**Community Channels** : Grocery, convenience, and thrift stores Lunch
counters, diners Laundromats, Movie theaters Block parties Ethnic
festivals , Basketball courts, bowling alleys Churches and other
religious settings , Housing projects Administration for Children,
Youth, and Families offices , WIC centers Health care clinics Hospital
emergency rooms

Pros and Cons of Community Channels

*Advantages.* Community channels reach a number of people at once and
thus are perceived as more cost-effective than interpersonal
communications. They also offer group members a shared experience,
encouraging motivation and support. Community channels are familiar to
and, perhaps, trusted by members of the target audience.

*Disadvantages.* Community channels can\'t provide the personalized
attention characteristic of interpersonal counseling, nor can they
usually reach the broad audience that the mass media can. And it may be
time consuming to establish a relationship with community groups.

Interpersonal Channels

Pros and Cons

[Advantages]{.underline}. The people delivering the message may be
trusted and influential with members of the target audience. This kind
of communication is two-way, providing the opportunity for discussion
and clarification. It is more likely to motivate and support behavior
change than the mass media alone.\
[Disadvantages]{.underline}. Developing these channels, including
recruiting and training participants, can be costly and time-consuming,
and because of the individual interaction, there is a limit to the
number of people who can be reached.

**Criteria for selecting channels and vehicles :** *Reach and
frequency.* Is the channel likely to reach many members of the target
audience and how frequently will it provide exposure to your message? A
public television station may be willing to air your videotape about the
risks of Crack, but if those at risk rarely watch that station, its
reach is small. On the other hand, a poster placed where many members of
your target audience gather provides frequency of exposure.

*Credibility*. Which channels are most credible to your audience?
Ideally, your audience research will have helped answer this and the
preceding question.

*Appropriateness to problem*. Which are most appropriate for the
substance use/abuse problem you are addressing? For example, if you are
addressing drug use among children doing poorly in school, interpersonal
communication with counselors or small group sessions may be more
appropriate than mass media messages.

*Appropriateness to program purpose.* Which fit the program purpose? If
your goal is to raise awareness of the risks of latchkey children, you
may want to put most of your resources into a mass media campaign
designed for afternoon placement. If your goal is to keep pre-teens from
drinking, i.e., to influence behavior, community and interpersonal
channels may be a first choice.

*Feasibility.* Which are most feasible, given your time schedule and
budget? To convey your message on a regular basis at no charge, at least
for a limited period of time.

**Use multiple channels:** An important principle of substance use/abuse
communication is to use as many different kinds of channels as possible.
This will increase your chances of reaching your target audience
repeatedly. Each exposure to a message reinforces its meaning. Ideally,
you should use a combination of mass media, community, and interpersonal
channels to take advantage of the strengths of each and to provide
repetition and maximum exposure to your message.\
\
Example: The Teen Drinking Prevention Program, conducted by CSAP, was
aimed at teenagers. It used a combination of *interpersonal* channels
(teachers and parents), *community* channels (distribution of pamphlets
and posters to schools, libraries, churches, and stores), and *mass
media* channels (PSAs, etc) to help address the problem of mixed
messages in our society.

**Internet Resources**

**Ad Council**\
[www.adcouncil.org/](http://www.adcouncil.org/)\
The Advertising Council is a private, nonprofit organization of
volunteers who conduct advertising campaigns for the public good. It is
the largest source of public service advertising in the United States
and is credited with inventing the category of public service
advertising. The Ad Council has helped create some of the country\'s
most memorable slogans, including \"Friend\'s Don\'t Let Friends Drive
Drunk\" and \"A mind is a terrible thing to waste.\" They\'ve also
introduced some of the most well-known characters, including Smokey the
Bear, McGruff the Crime Dog, and, most recently, Polyp Man.\
\
**Community Tool Box**\
[ctb.ku.edu](http://ctb.ku.edu/)\
The Community Tool Box Web site, created by the University of Kansas
Work Group on Health Promotion and Community Development and
AHEC/Community Partners in Amherst, Massachusetts, contains numerous
\"how-to tools\" designed to help practitioners with the different tasks
necessary for community health and development. The chapter on social
marketing includes a step-by-step guide to conducting a campaign, as
well as information on market segmentation, identifying relevant costs
and benefits, supporting and maintaining behavior change, and monitoring
progress.\
\
**CSAP Training Library**\
[http://preventiontraining.samhsa.gov](http://preventiontraining.samhsa.gov/)\
The materials in the CSAP Training Library are intended as curriculum
for face-to-face workshops. However, much of the information can be
valuable stand alone resources---although users will have to skim each
workshop to identify these materials. Training curricula relevant to
social marketing include the following:

-   Applying Health Communications and Social Marketing to Alcohol,
    Tobacco, and Other Drug Problem Prevention

-   Media Relations

**Field Guide to Designing a Health Communication Strategy\
**[www.jhuccp.org/pubs/fg/02/index.shtml](http://www.jhuccp.org/pubs/fg/02/index.shtml)\
Published by the Center for Communication Programs at Johns Hopkins
Bloomberg School of Public Health, this book is designed to ensure that
behavior change communication efforts are developed strategically---with
participation from all stakeholders, clear goals, segmented audiences,
and effective messages based on sound research and credible theory.**\
\
HealthComm KEY**\
<http://cfusion.sph.emory.edu/PHCI/Users/LogIn.cfm>\
HealthComm KEY is a database of health communication literature,
focusing on communication research and practice in the context of public
health. The database, developed by the Centers for Disease Control and
Prevention\'s Office of Communication, is designed for researchers and
program staff within CDC, and also for professionals, students, and
others outside of CDC who are interested in health communication.

**Making Health Communications Work**\
[www.cancer.gov/pinkbook](http://www.cancer.gov/pinkbook)\
This comprehensive guide on designing and implementing health
communication campaigns was developed by the National Cancer Institute.
Appendices include tools for strategic planning, message development and
testing, and evaluating a campaign.

**National Clearinghouse for Alcohol & Drug Information Publications
Catalog**\
<http://ncadistore.samhsa.gov/catalog>\
Among many other resources, this catalog contains a number of
publications relevant to social marketing, including publications on
increasing media coverage, developing culturally competent materials,
and using pretests, focus groups, and experts to help ensure your
materials are effective and appropriate to you audience. To locate these
materials, click on the Pubs in Series link, then click on the Technical
Assistance Bulletins link. Bulletins available on-line are indicated by
a blue URL underneath their title on their description page.\
\
**PSA Research Center**\
[www.psaresearch.com/](http://www.psaresearch.com/)\
This online information center on public service advertising was created
by Goodwill Communications, a public service advertising firm. Resources
include:

-   Articles, monographs, evaluation techniques, and media placement
    advice

-   Case studies

-   Information on the media, including a glossary, statistics, and
    links to media association websites

-   FAQs on PSAs

**Social Marketing: A Synopsis by the Centre for Social Marketing**
[www.ism.stir.ac.uk/pdf-docs/social_marketing.pdf](http://www.ism.stir.ac.uk/pdf-docs/social_marketing.pdf)**\
**This short publication describing the history and development of
social marketing and how it differs from commercial marketing.\
\
**Social Marketing.Com**\
[www.social-marketing.com/library.html](http://www.social-marketing.com/library.html)\
This site contains a collection of very basic introductions to various
aspects of social marketing, including What Is Social Marketing? and
Integrating Qualitative and Quantitative Methods in Social Marketing.
Materials were created by Weinreich Communications, a private
communications and marketing firm.\
**\
Social Marketing Institute**\
[www.social-marketing.org/sm.html](http://www.social-marketing.org/sm.html)\
Directed by social marketing expert Alan Andreason, this site offers a
menu of \"success stories\" about effective social marketing campaigns
throughout the world. It also includes papers and conference proceedings
on the topic, as well as a calendar of upcoming conferences and events.\
\
**Social Marketing Network**\
[www.hc-sc.gc.ca/ahc-asc/activit/marketsoc/index_e.html](http://www.hc-sc.gc.ca/ahc-asc/activit/marketsoc/index_e.html)\
Created by Health Canada (the Canadian government's public health
agency), this comprehensive web site contains a wealth of information,
including Seven Steps to Social Marketing, an online tutorial designed
to help users make strategic decisions about social marketing
activities. The tutorial\'s step-by-step, question and answer format
guides users through the process of developing a social marketing plan.

**Social Marketing Place**\
[www.social-marketing.com/](http://www.social-marketing.com/)\
Developed by Weinreich Communications, this Web site includes a set of
helpful articles and case studies that address various aspects of social
marketing, both for beginners and those who already work in the field.
Topics include building social marketing into your program, getting your
message out through the media, and integrating qualitative and
quantitative methods in social marketing research.

**Social Marketing Skills Training**\
[www.ccapt.org/sm_skills.html](http://www.ccapt.org/sm_skills.html)\
Developed by the Central CAPT, this web-based, self-paced training
experience offers participants the opportunity to understand, learn and
actually practice social marketing skills and concepts. Workshop content
includes:

-   Evolution and definition of social marketing

-   How social marketing differs from commercial marketing

-   Research basis for consumer and audience analysis

-   Designing messages and strategies

-   Social marketing in the context of a comprehensive prevention
    approach

-   Assessment and evaluation

**Social Marketing Strategies for Campus Prevention of Alcohol and Other
Drug Problems**\
[www.higheredcenter.org/pubs/soc-marketing-strat.html](http://www.higheredcenter.org/pubs/soc-marketing-strat.html)\
Developed by the Higher Education Center for Alcohol and Other Drug
Prevention at Education Development Center, Inc., this publication
examines how social marketing draws on the lessons learned from
commercial marketing and how the two differ. Using the experiences of
ten colleges and universities, it illustrates the benefits of a social
marketing campaign.\
\
**Thinking Like a Marketer**\
[www.ntcsm.org](http://www.ntcsm.org/)\
Developed by the National Collaborative for Social Marketing, this
online course is designed to improve the integration of social marketing
strategies into public health initiatives. Topics addressed include
knowing an audience, identifying behavior, formative research, message
design, designing a market strategy, and evaluation. The website also
includes text transcripts of the lectures and PowerPoint presentations.

**Turning Point Program**\
**Social Marketing National Excellence Collaborative**\
[www.turningpointprogram.org/Pages/socialmkt.html](http://www.turningpointprogram.org/Pages/socialmkt.html)\
This initiative, supported by the Robert Wood Johnson and W.K. Kellogg
Foundations, has produced a variety of social marketing trainings and
materials, including the Social\
Marketing Resource Guide and accompanying PowerPoint presentation. The
guide offers an introduction to social marketing and its basic
principles of implementation. Contents include:

-   Factors that influence behavior

-   In-depth case study complete with overview, audience profiles, and
    background articles

-   Social marketing definition

-   References

**Examples of Social Marketing Campaigns**

These examples are all from the *Social Marketing Network of Canada\'s
Web site*,
[www.hc-sc.gc.ca/ahc-asc/activit/marketsoc/index_e.html](http://www.hc-sc.gc.ca/ahc-asc/activit/marketsoc/index_e.html).

**Academy for Educational Development**\
[www.aed.org/](http://www.aed.org/)\
The Academy for Educational Development (AED), is an independent,
nonprofit organization committed to addressing human development needs
in the United States and throughout the world. This site features links
to various AED clients, many of whom utilize social marketing techniques
in their campaigns.

**Campaign For Our Children**\
[www.cfoc.org/Home](http://www.cfoc.org/Home)\
This innovative Web site is part of the Campaign for Our Children, a
joint effort of Maryland\'s public and private sectors, which seeks to
reduce the incidence of teenage pregnancies in Maryland. The site
features commercials and supporting materials.

**Health Sponsorship Council**\
[www.www.hsc.org.nz/](http://www.hsc.org.nz/)\
This site describes three New Zealand social marketing campaigns aimed
at teens: Smokefree, SunSmart, and Street-Skills.

**KidsCampaigns**\
[www.connectforkids.org/](http://www.connectforkids.org/)\
KidsCampaigns is a program of the Benton Foundation. The site contains
several campaigns targeting kids, including a national public service
campaign produced by the Advertising Council, called Whose Side Are You
On? It also provides original resources for children\'s rights social
marketing.

**Media/Materials Clearinghouse**\
[www.m-mc.org/](http://www.m-mc.org/)\
A project of Johns Hopkins University Population Information Program,
the Clearinghouse is an international resource for health professionals
who seek media or materials that promote family planning and
reproductive health. The Clearinghouse publishes What\'s New in the
Media/Materials Clearinghouse, a semi-annual newsletter that provides an
annotated, illustrated listing of the most recent media/materials,
topically.

**Social Marketing at Constella Futures**\
[www.tfgi.com/](http://www.tfgi.com/)\
Constella Futures, formerly Futures Group, is a strategic planning,
marketing, and management company that specializes in social marketing.
This site profiles a selection of campaigns, which are implemented in
more than 40 countries in collaboration with the world\'s largest
international communication agencies, such as Ogilvy and Mather. They
specialize in HIV/AIDS prevention and family planning.

**Tools of Change**\
[www.toolsofchange.com/English/firstsplit.asp](http://www.toolsofchange.com/English/firstsplit.asp)\
This Web site contains an extensive database of case studies of
community programs from across North America, representing a wide
variety of approaches, locations, types of organizations and
participants, activities being promoted, and problems being addressed.
Most of the case studies illustrate approaches that have worked;
however, examples of potential pitfalls are also included. The database
can be searched by topic and/or location.

**Suggested Reading List**

Albarracin, D., Johnson, B. T. and Zanna, M. P. (Eds) (2005). *The
Handbook of Attitudes.* Mahwah, NJ: Lawrence Erlbaum Associates.\
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Andreasen, A. R. (Spring, 2002). Marketing social marketing in the
social change marketplace. *Journal of Public Policy and Marketing*,
21(1), 3--13.\
\
Brown, J., Isaacs, D., World Café Community, and Wheatley, M. J. (2005).
*The World Café: Shaping our Futures through Conversations that Matter*.
San Francisco, CA: Berrett-Koehler Publishers.\
\
Freimuth, V. S. and Quinn, S. C. (2004). The contribution of health
communication to eliminating health disparities. *American Journal of
Public Health,* 94(12), 2053--2055.\
\
Gladwell, M. (2002). *The Tipping Point*. New York, NY: Little, Brown
and Company.\
\
Goodman, A. (2002). Why Bad Ads Happen to Good Causes. Santa Monica, CA:
Cause Communications. Available online at
[www.agoodmanonline.com/](http://www.agoodmanonline.com/)\
\
Keller, E. and Berry, J. (2003). *The Influentials: One American in Ten
Tells the Other Nine How to Vote, Where to Eat, and What to Buy. New
York, NY*: The Free Press, Simon and Schuster, Inc.\
\
Kotler, P., Roberto, N., and Lee, N. (2002). *Social Marketing:
Improving the Quality of Life*. Thousand Oaks, CA: Sage Publications.\
\
Grier, S. and Bryant, C. A. (2005). Social Marketing in Public Health.
*Annual Review of Public Health*, 26, 319--39.\
\
Lagarde, F. (2004). Worksheets to introduce some basic concepts of
social marketing practices. *Social Marketing Quarterly*, 10(1),
36--41.\
\
Lapinski, M. K. and Rimal, R. N. (2005). An explication of social norms.
*Communication Theory*, 15(2), 127--147.\
\
National Cancer Institute. (2002). Making Health Communication Programs
Work. U.S. National Institutes of Health, National Cancer Institute.
Available online at
[www.cancer.gov/pinkbook](http://www.cancer.gov/pinkbook).\
\
O'Sullivan, G. A., Yonkler, J. A., Morgan, W., and Merritt, A. P.
(March, 2003). *A Field Guide to Designing a Health Communication
Strategy*. Baltimore, MD: Johns Hopkins Bloomberg School of Public
Health/Center for Communication Programs. Available online at
[www.jhuccp.org/pubs/fg/02/index.shtml](http://www.jhuccp.org/pubs/fg/02/index.shtml).\
\
Peattie, S. and Peattie, K. (2003). Ready to fly solo? Reducing social
marketing's dependence on commercial marketing theory. *Marketing
Theory*, 3(3), 365--385.\
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Rogers, E. (1995). Diffusion of Innovations. New York, NY: The Free
Press, Simon and Schuster, Inc.\
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Siegel, M. and Doner, L. (1998). *Marketing Public Health: Strategies to
Promote Social Change*. Gaithersburg, MD: Aspen Publishers.\
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Sharma, R. R. (1997). *An Introduction to Advocacy: Training Guide*.
Washington, DC: Academy for Educational Development. Retrieved May 20,
2005 from <http://pdf.dec.org/pdf_docs/PNABZ919.pdf>.\
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Turning Point. *The Manager's Guide to Social Marketing: Using Marketing
to Improve Health Outcomes.* Seattle, WA: Turning Point National Program
Office, University of Washington School of Public Health and Community
Medicine, Seattle. Available online at
[www.turningpointprogram.org/Pages/pdfs/social_market/smc_managers_online.pdf](http://www.turningpointprogram.org/Pages/pdfs/social_market/smc_managers_online.pdf).\
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Wilkie, W. S. and Moore, E. K. (2003). Scholarly research in marketing:
Exploring the "4 eras" of thought development. *Journal of Public Policy
& Marketing.* 22(2), 116--14