Health Communication Part 2

Front 1

Week 7: Three elements of affect

Back 1

1. Evaluations

2. Moods

3. Emotions

Front 2

Week 7: Central idea of Discrete Emotions Theory

Back 2

The claim that there is a small number of coreemotions (e.g., surprise, interest, joy, rage, fear,disgust, shame).States that these specific core emotions arebiologically determined emotional responses whoseexpression and recognition is fundamentally the samefor all individuals regardless of ethnic or culturaldifferences.

Front 3

Week 7: Function of emotions according to darwin

Back 3

Behaviors in response to emotionalfeelings serve adaptive functionsdeveloped through evolutionary processes

Front 4

Week 7: Function of Emotions according to Nabi (4)

Back 4

1. have adaptive functions

2. arise in response to events that arepersonally relevant

3. have their own distinctivegoal/motivation as can be seen in theirbehavioral tendency to action

4. are organizers and motivators ofbehavior

Front 5

Week 7: When do emotions influence persuasive communication (2)

Back 5

1. When triggered by prior information

2. When stirred by the message itself (fear-appeal)

Front 6

Week 7: how can emotions influencebehavior/attitudes? (1 general, 3 from Nabi)

Back 6

1. (general) Anticipated emotions as a target variable to changebehavior.

(Nabi)

2. Emotions as heuristics

3. Emotions stimulate elaborate information processing

4. Emotions stimulate selective information processing

Front 7

Week 7: Describe anticipated emotions

Back 7

Anticipated emotions:

The emotion you expect to feel if you wouldperform the undesired behavior or if youwould fail to perform the desired behavior

They can motivate intentions directly andindirectly via attitudes

e.g., Anticipated regret motivates condomuse (Richard, van der Pligt, & de Vries, 1996)

Front 8

Week 7: Describe emotions as heuristics

Back 8

Positive and negative experienced affect ‘transfers’ toone’s attitude toward a certain object or behavior. Can act as a cue for quick attitude formation

Front 9

Week 7: Describe how emotions stimulate elaborate info processing

Back 9

Emotions can influence the level of elaboration (Cacioppo & Pettyin Nabi, 2002). When people are moderately elaborating,emotion can influence depth:

3a) Negative emotions can make people start processing informationmore deeply (so that they take the central route).

3b) Positive emotions or extreme negative emotions (due to higharousal) trigger heuristic decision making.

Front 10

Week 7: Describe how emotions stimulate selective info processing

Back 10

Emotions work as frames, making people focus on specificaspects that become salient because they are relevant for thespecific emotion (Nabi, 2002)

The message is more central here: emotion goal‐relevantinformation in the message becomes more salient for receiversthan other goal irrelevant information (in the message andregarding the entire issue)

Front 11

Week 7: Describe a fear-appeal

Back 11

A message that has the goal to arouse fear inorder to motivate attitude and behaviorchange.

Front 12

Week 7: Fear appeal process (4 steps)

Back 12

Step 1: Message (fear-appeal)

Step 2: Perceived Susceptibility/severity (cognition)

Step 3: Fear (emotion)

Step 4: Behaviour change (conation)

Front 13

Week 7: Describe Fear‐as‐acquired drive, facilitating and interfering effects (Janis)

Back 13

Facilitating effect of Fear:Fear-> negative “condition” -> motivational drive to change thecondition.

interfering effect of fear:Too much fear ‐> too negative “condition”‐> avoidance effects

Inverted parabola shaped graph

Front 14

Week 7: Descrive the Parallel Response Models (e.g., Leventhal)

Back 14

Fear can lead to two parallel processes:

1. ‘danger control’ – how to avoid risk?

2. ‘fear control’ – how to reduce feelings of fear?

Differences with EPPM:

• PRM has no role for efficacy yet.

• PRM does not include a stepwise appraisal.

Leventhal thinks the relationship between fear and effect is linear, the more fearful, the more effecrive

Front 15

Week 7: Describe the protection motivation model by Rogers

Back 15

Front 16

Week 7: Describe the Extended Parallel Process Model (EPPM) (Witte)

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Message -> Threat Appraisal -> Fear/no fear-> Efficacy Appraisal-> High efficacy = Danger control = accept the message/ Low efficacy = Fear control = defense = message rejection

Front 17

Week 7: How to increase effects of fear appeals? (Brown and West)

Back 17

High threat

reccomendation-threat sequence

Front 18

Week 7: Under which conditions are feal appeals most effective (Peters)

Back 18

threat only had an effect under high efficacy, and efficacy only had an effect under high threat

Front 19

Week 8: Describe injunctive norms

Back 19

Injunctive normsWhat most others approveor disapprove of.Works through thepromise of socialsanctions. (informal institutions)

Front 20

Week 8: Describe descriptive norms

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Descriptive normWhat most others do.Provides social proof.

Front 21

Week 8: Describe 2 motivations for conformity described byDeutsch and Gerard

Back 21

Informational social influence: an influencefrom others that results in conforming to othersin order to make a correct decision. Goal of accuracy

Normative social influence: an influence fromothers that results in conforming to others inorder to be liked and accepted by them. Goal of affiliation

Front 22

Week 8: Describe Prentice's basic logic of social norms interventions for drinking

Back 22

Two basic assumptions underlie the social normsapproach to reduce alcohol consumption:1. Behavior is guided by norm perceptions of peers’alcohol consumption.

2. People overestimate how much other peers drinkand their approval of heavy drinking.

Adjust norm perceptions -> reduce consumption

Front 23

Week 8: Ways to use peer influence in social norms interventions (2)

Back 23

1. Mobilising peer influence

- Perception of location norm is incorrect (centraltendency)

- Communicate a lower, more accurate norm “The average student drinks no more than 3alcoholic drinks per night”

2. Weakening peer influence

- Perception of variation around norm is incorrect(dispersal)

- Communicate/ discuss variety in thoughts,feelings and behaviors of peers.

Front 24

Week 8: Ways to maximise effectiveness of social norms interventions (6)

Back 24

- Personalized normative feedback

Small homogeneous universities

Shift from descriptive to injunctive norms

Focus on heavy drinkers

Latitude of acceptance

Identification with the referent group

Front 25

Week 10: Describe gain and loss frames

Back 25

Gain frame = Benefits of taking action

Good things that will happen (fresh breath if you brush/floss)

Bad things that will not happen (no smelly breath if youbrush/ floss)

Loss frame = Costs of failing to take action

Bad things that will happen (smelly breath if you don’tfloss/ brush)

Good things that will not happen (no fresh breath if youdon’t brush/ floss)

Front 26

Week 10: When focusing on prevention and detection behaviours, whcih frames are more effective?

Back 26

Messages about detection behaviors are most effectivewhen a loss frame is used.Messages about prevention behaviors are most effectivewhen a gain frame is used.

Front 27

Week 10: Name some factors which influence the effectiveness of frames

Back 27

1. Regulatory focus

2. Involvement (ELM)

3. Perceived risk

4. (Need for cognition, low and high intention,affective state, personality, experience etc.).

Front 28

Week 10: Explain how regulatory focus influences gain and loss frames

Back 28

Prevention focus: avoiding unfavorable outcomes,focus on negative =>mindset fits with loss‐frame

Promotion focus: obtaining positive/ favorableoutcomes, focus on positive => mindset fits with gainframe

Front 29

Week 10: Explain how involvement influences gain and loss frames

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High involvement => Central route => Loss frame

Low involvement => Peripheral route => Gain frame

Front 30

Week 10: Explain how percieved risk influences gain and loss frames

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Loss frames work best for risky behaviours

Front 31

Week 10: What is entertainment education?

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Prosocial messages embedded into popularentertainment content

Front 32

Week 10: Benefits of edutainment?

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Overcome resistance if the content is convincingly embedded

Front 33

Week 10: Explain Bandura's social cognitive theory

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In addition to direct, experiential learning, people learn vicariously byobserving models.Models, such as those on television, transmit knowledge, values, cognitiveskills, and new styles of behavior to viewers

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Week 10: Entertainment overcoming resistance model

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Front 35

Week 11: 3 Assumptions of Mayer and moreno's Cognitive Theory of Multimeadia Learning

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1. Dual channel Processing

2. Limited Capacity

3. Active Processing

Front 36

Week 11: Name 4 stages of the CTMmL

Back 36

1. Multimedia Presentation (words/images)

2. Sensory Memory (ears/eyes select info)

3. Working Memory (organises sounds and pictures into verbal and pictorial models, integrating them)

4. Long term memory (Integrated into prior knowledge)

Front 37

Week 11: Describe cognitive overload

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Cognitive overload occurs when the demand on cognitive resources called for by the learning task exceeds the processing capacity of the processing system.

Front 38

Week 11: Which 3 types of demand can cause cognitive overload?

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1. Essential Processing

2. Incidental Processing

3. Representational Holding

Front 39

Week 11: How to relieve cognitive overload when One Channel isOverloaded With Essential Processing Demands

Back 39

Off-loading (instead of visual text and picture, try aural text with pictures)

Front 40

Week 11: How to relieve cognitive overload When Both Channels are Overloaded With EssentialProcessing Demands in Working Memory

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Segmenting (pause during presentation of info to give time for processing, students understand multimedia better when it is presented in controlled segments instead of a continuous presentation.)

and pretraining (basic concepts and terms should be clear in advance, before the entire problem can be explained)

Front 41

Week 11: How to relieve cognitive overload when the System is Overloaded by IncidentalProcessing Demands Due to Extraneous Material

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Weeding: Eliminate non‐essential information

Signaling: Signal which information is essential(e.g., red arrows, underline words)

Front 42

Week 11: How to relieve cognitive overload when One or both channels are overloaded by thecombination of essential and incidental processing:Essential information presented in confusing way

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Aligning words andpictures: no separated presentation

Front 43

Week 11: How to relieve cognitive overload when One or both channels are overloaded by thecombination of essential and incidental processing: Redundancy

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eliminate redundancy

Front 44

Week 11: how to relieve cognitive overload when One or both channels are overloaded by thecombination of essential processing and representationalholding (need to hold previous processed info in workingmemory while incoming essential new info must beprocessed)

Back 44

Synchronizing: Present all info simultaneously

Individualizing: Select target group that has morecognitive capabilities and is better able to hold info inworking memory

Front 45

Week 11: Explain the multimedia principle

Back 45

Students learn more deeply frommultimedia presentations involvingwords and pictures than from wordsalone.

Front 46

Week 11: Explain Mayer's modality principle

Back 46

Students learn more deeply fromanimation and narration, than fromanimation and on‐screen text

Front 47

Week 11: Explain self pacing theory

Back 47

reading is at your own pacewhereas the processing of information presented in auditory and visual form is not

(Byrne and curtis paper did not support this theory)

Front 48

Week11: What's Chang's point about preferences and modality?

Back 48

Visual people prefer visual messages, verbal people prefer to read

Front 49

Week 12: Name 3 major changes in doctor/patient relationship over time

Back 49

1. Patient Morbidity (shift from death to care)

2. Changes in power balance

3. Availability of medical information

Front 50

Week 12: Describe the 4 quadrants of the doctor/patient relationship typology

Back 50

1. High physician control/low patient control = paternalism

2. Both high control= mutuality

3. Both Low Control = Default

4. High Patient Control/Low physician control = consumerism

Front 51

Week 12: Describe 2 basic patient needs

Back 51

1. Cognitive: Need to know and understand (physicians adress using instrumental communication behaviour)

2. Affective: Need to feel known and understood (physicians adress using affective communication behaviour)

Front 52

Week 12: Describe 3 flaws in medical communication research (de haes and bensing)

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1. Insufficient justification of outcomes

2. Insufficient distinction between short‐term (e.g.patient satisfaction) and long‐term (e.g. improvedhealth) outcomes.

3. Insufficient differentiation between specificcommunication elements and outcomes.

Front 53

Week 12: Describe 6 goals of medical communication

Back 53

1. Fostering relationships

2. Information gathering

3. nformation Provision

4. Decision Making

5. Enabling disease and treatment related behaviour

6. responding to emotions

Front 54

Week 12: Describe 3 medical communication outcomes

Back 54

1. Immediate (during)

2. Intermediate (directly after)

3. Long term (long after)

Front 55

Week 12: Describe 2 synergy effects of persuasive communication (Linn et al)

Back 55

1. Forward encoding (message 1 primes attention for message 2 which is bueno for whatevers in message 2)

2. Multiple Source Perception (Message conveyed through multiple sources is percieves as more convincing/credible.)

Front 56

Week 12: Describe 2 types of barriers to taking medication

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1. Perceptual

2. Practical

Note: both types of barriers can be either intentionalor unintentional

Front 57

Week 12: Describe 4 stages of thr MRC framework

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1. Development

2. feasibility and piloting

3. Evaluation

4. Implementation

Front 58

Week 12: Describe 4 advantages of internet therapy

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1. Accesible for patients w/ limited mobility

2. Accessible for patients in remote areas

3. Good for patients who are reluctant to seek face to face therapy

4. Delayed response time which gives therapist time to evaluate their own feedback

Front 59

Week 12: Describe 2 disadvantages of internet therapy

Back 59

Loss of non‐verbal communication, possiblyresulting more easily in miscommunication betweenpatient and therapist.

Relies heavily on writing skills, which might be abarrier for patients with low writing skills.

Front 60

Week 12: Which 2 variables were found to mediate internet therapy outcomes?

Back 60

disclosure

patients who did not previously disclose theirtraumatic experiences with significant othersbenefited more

& intentionality

patients suffering from intentional traumabenefited more

Front 61

Week 13: Describe tailored and targeted message strategies

Back 61

Tailored: aimed at a specific person based on pre-assessed characteristics

Targeted: Aimed at a group of people based on presumed shared characteristic

Front 62

Week 13: Describe the Behaviour Change Model for Internet Interventions

Back 62

Internetintervention programs will produce change in behaviors and reduce unwantedsymptoms (as well as maintain improvement) via the following steps: the user,influenced by environmental factors, affects website use and adherence, whichis influenced by support and website characteristics. Website use leads tobehavior change via different mechanisms of change (e.g., knowledge andmotivation). Behavior change impacts physiology and target behaviors to bringabout symptom improvement, and treatment maintenance helps users maintain thesegains.

Front 63

Week 13: Visual representation of the Behaviour Change Model for Internet Interventions

Back 63