**Description**

Social norms theory states that much of people's behavior is influenced
by their perception of how other members of their social group behave.
According to social norms theory, people tend to misperceive, i.e.,
exaggerate, the negative health behavior of their peers. If people think
harmful behavior is typical, they are more likely to engage in that type
of behavior.

***All too often, perceptions are incorrect. If unhealthy behavior is
perceived to***

***be the standard in a social group, the social urge to conform will
negatively affect overall behavior of group members. Alternatively, by
educating a group about healthy behavior that is in fact the usual
practice among their peers, behavior can be affected in a positive
manner.***

Social norms is an environmental approach that seeks to impact social
and cultural environments as the way to then influence individuals. It
has been widely applied using social marketing techniques. Normative
messages are designed for delivery using various media and promotion
strategies in order to effectively reach a target population and promote
its accurate norms of health and safety. Social norms theory has also
been successfully applied through other strategies such as curriculum
infusion, creating press coverage, policy development, and small group
interventions. ***The Main Frame***

**Strategy**

Essentially, the strategy of the social norms approach is to gather
credible data from a target population and then, using various health
communication strategies, consistently tell it the truth about its
actual norms of health, protection, and the avoidance of risk behaviors.
With repeated exposure to a variety of positive, data-based messages,
the misperceptions that help to sustain problem behavior are reduced,
and a greater proportion of the population begins to act in accord with
the more accurately perceived norms of health, protection, and
safety**.**

***Michael Haines, Social Norms Resource Center***

***Social Norms Approach to Health Promotion***

**(Source :Perkins 2003)**

**Research**

A review of the literature reveals numerous research findings that
strongly suggest that the social norms approach is an appropriate
strategy for targeting the full range of substance use in secondary
education. Studies have shown that the overestimation of peer alcohol
and cigarette use is widespread among students of middle and high school
age (Perkins and Craig, 2003; Botvin et al, 2001; D\'Amico et al., 2001;
Sussman et al., 1988; Thombs, Wolcott, and Farkash, 1997; Beck and
Treiman, 1996).

Other research has found that overestimation of peer use is a
significant predictor of adolescent cigarette and alcohol use (D\'Amico
et al, 2001; Botvin et al., 2001; Graham, Marks, and Hansen, 1991), and
that adolescent onset of use can be significantly delayed by reducing
misperceptions of alcohol and cigarette use among peers (Haines, Barker,
Rice, 2003; Linkenbach and Perkins, 2003; Perry et al., 1992; Hansen and
Graham, 1991). There are over fifty (50) published studies documenting
the misperception of peer norms for a variety of substances and
behaviors. Berkowitz (2004), Perkins (2003), and Borsari and Carey
(2003). There are at over twenty published studies in which
misperceptions are positively correlated with drinking behavior or
predict how individuals drink (Beck & Trieman, 1996; Botvin, et al,
2001; Clapp & McDonnell, 2000; D'Amico et al, 2001; Korcuska & Thombs,
2003; Kypri & Langley, 2003; Lewis & Neighbors, forthcoming; Marks et
al, 1992; Mattern & Neighbors, 2004; Page et al, 1999; Perkins, 1985,
1987; Perkins & Wechsler, 1996; Prentice & Miller, 1993; Scher et al,
2001; Steffian, 1999; Thombs,1999; Thombs et al, 1997; Trockel et al,
2003).

**Outcomes**

In studies of high school and middle school populations, perceptions of
norms have accurately predicted behavior change at a later point in
time. Thus, Two years after a multi-component controlled middle
school-based intervention to reduce high-risk drinking, accurate
perception of peer norms was the only outcome variable associated with
continued reductions in high-risk drinking (Botvin, et al, 2001) In a
literature review of effective school-based prevention programs, Hansen
(1985) concluded that "after one year alcohol use was significantly
reduced among students who received any of the programs that included a
normative beliefs component" while "students who did not receive a
normative beliefs component... increased their alcohol use as if no
intervention had occurred" *Evaluation and outcome data on two high
school projects (Delcalb / Sycamore and Evanston are available on the
National Social Norms Resource Center website in the case studies
section.*

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**Download The Above Free Resources**

<http://www.socialnorms.org/pdf/Guidebook.pdf>,
[**PDF**](../../../../../../../../D:/Targeting%20Prevention%20Day%201/PDFs/Guidebook%20social%20norms.pdf)
<http://www.edc.org/hec/pubs/hws.pdf>,
[**PDF**](../../../../../../../../D:/Targeting%20Prevention%20Day%201/PDFs/Social%20Norms%20Approach.pdf)
[Report](../Social%20Norms%20Approach.pdf)

<http://www.socialnorms.org/pdf/themainframe.pdf>,
[**PDF**](../../../../../../../../D:/Targeting%20Prevention%20Day%201/PDFs/THE%20MAIN%20FRAME.pdf)
<http://www.ccapt.org/products.html> Learning Modules on Social Norms
YRBS <http://www.dpi.state.wi.us/dpi/dlsea/sspw/pdf/yrbsnorms.pdf>,
[**PDF**](../../../../../../../../D:/Targeting%20Prevention%20Day%201/PDFs/yrbsnorms.pdf)

**Contacts**

Michael P. Haines, M.S., Director, NSNRC (815) 753.9745
<mhaines@niu.edu>

*For information on Wisconsin sites utilizing this best practice,
contact the Wisconsin Clearinghouse for Prevention Resources*