RESUMEN
Extensive evidence of health disparities and systemic racism has prompted scholars to examine constructs that may account for differences in the burden of disease. One such construct is health literacy, which has been posited to have four components: print literacy, oral literacy, numeracy, and cultural and conceptual knowledge. Consistent with historical trends related to culturally based constructs, the latter component has garnered the least attention in the published literature, despite its pervasive influence on health care outcomes. We engage in a reformulation and conceptual analysis of cultural and conceptual knowledge, defined as the filter through which individuals obtain, process, and understand health information and options for diagnosis and treatment. We propose the construct of cultural schema, and operationalize the construct as having cognitive (knowledge, beliefs) and affective (attitudes, emotions) components. As we strive to achieve a more complex understanding of influences on behavioral outcomes, a greater focus on these culturally based factors is essential. In this article, we present a conceptual analysis that seeks to advance the field by: (a) providing distinct definitions for each component that can be applied across fields of study and theoretical frameworks, (b) offering measurement considerations consistent with their conceptualizations, and (c) making recommendations for future theory, research, and practice. We hope that with greater conceptual and measurement clarity of cultural schema, more consistent results will be obtained, constructs and processes that affect health outcomes will be identified, and more personalized intervention will be possible, optimizing the limited resources available for health promotion efforts.
Asunto(s)
Alfabetización en Salud , Humanos , Conocimientos, Actitudes y Práctica en SaludRESUMEN
As evidence suggests that college students are particularly vulnerable to mental health distress and illness, guidance for designing messages that inspire help-seeking behavior is needed. The purpose of this study was to evaluate the influence of perspective of storytelling on health message involvement and persuasion. A controlled experiment (N= 430) compared the influence of online mental health narratives targeted to college students that featured a bystander perspective to those that used first- and third-person perspectives. Evidence suggests that the bystander perspective was more effective for producing persuasive outcomes, including mental health information recall and beliefs. Results also indicate that self-referencing mediated the effects of message involvement on outcomes across all message conditions. People with experience with mental illness became involved with and were influenced by mental health narratives in different ways.
Asunto(s)
Comunicación en Salud/métodos , Trastornos Mentales , Narración , Comunicación Persuasiva , Distrés Psicológico , Estudiantes/psicología , Femenino , Conducta de Búsqueda de Ayuda , Humanos , Masculino , Estudiantes/estadística & datos numéricos , Encuestas y Cuestionarios , Estados Unidos , Universidades , Adulto JovenRESUMEN
Using social media for the purpose of disseminating mental health information is a critical area of scientific inquiry for health communication professionals. The purpose of this study was to investigate whether the presence of a first-person testimonial in educational mental health information placed in Facebook and Twitter messages influenced college students' (N = 257) source perceptions, information processing, cognitive elaboration, health information recall, beliefs, and behavioral intentions. Results show that exposure to social media messages that featured mental health information embedded with a testimonial predicted less source homophily and more critical thoughts about the social media source, less systematic message processing, and less cognitive elaboration. Health information recall was significantly impacted by both the social media platform and message content such that participants in the testimonial condition on Facebook were more likely to recall the health facts in those messages whereas participants who viewed the testimonial in Twitter were less likely to recall the facts in those tweets. Compared to those who read Facebook messages, participants who read Twitter messages reported higher levels of systematic message processing. These findings suggest that the integration of health testimonials into social media messages might inadvertently provoke psychological resistance to mental health information, thereby reducing the persuasive impact of those messages.
Asunto(s)
Comunicación en Salud , Difusión de la Información/métodos , Trastornos Mentales/psicología , Percepción , Medios de Comunicación Sociales/estadística & datos numéricos , Cognición , Femenino , Personal de Salud , Humanos , Intención , Masculino , Encuestas y Cuestionarios , Adulto JovenRESUMEN
A growing body of evidence suggests that entertainment-education (EE) is a promising health communication strategy. The purpose of this study was to identify some of the factors that facilitate and hinder audience involvement with EE messages. Using confirmatory factor analysis, the authors introduce a construct they call experiential involvement, which describes the experience of being cognitively and emotionally involved with EE messages and is a product of transportation into an EE text and identification with EE characters. Using an experimental design, the authors also investigated how reports of experiential involvement and health information recall varied depending on the degree to which the educational content was well integrated with the narrative content in EE messages. Findings indicated that integration significantly influenced health information recall. Results indicated that experiential involvement and the perception that the health topic in EE messages was personally relevant predicted participants' systematic processing of the information in EE messages. Contrary to expectation, personal relevance did not predict experiential involvement, and systematic message processing was negatively related to health information recall. Implications for the construction of EE messages and the study of the EE strategy are discussed.
Asunto(s)
Comunicación en Salud/métodos , Recuerdo Mental , Análisis Factorial , Femenino , Humanos , Masculino , Adulto JovenRESUMEN
Approximately 20 million people in the United States have genital human papillomavirus (HPV), a sexually transmitted infection linked to cancer. We examined the news information presented about the HPV vaccine in major U.S. newspapers over the 19 months following its Food and Drug Administration (FDA) approval. To answer the question of how news information is presented in ways that might influence public health, we explored the frequency of cancer prevention and sexually transmitted infection prevention message frames used to describe the HPV vaccine, the extent to which journalists relied on official sources, and the presence of personal examples. A content analysis of 547 newspaper articles revealed that less than half of the articles provided detailed health information. Of the articles that contained a message frame, cancer prevention was most frequently employed. Government/political sources, medical doctors, and the Centers for Disease Control and Prevention (CDC) were the most commonly cited sources. Finally, we found that only 16% of all the articles we sampled featured personal accounts. Together, our findings suggest that U.S. newspaper coverage lacked detailed information about both HPV and the HPV vaccine in spite of federal approval of the vaccine, legal mandates for the vaccine, and a widespread information campaign. Implications for public health are discussed.
Asunto(s)
Bibliometría , Periódicos como Asunto/estadística & datos numéricos , Infecciones por Papillomavirus , Vacunas contra Papillomavirus , Centers for Disease Control and Prevention, U.S. , Femenino , Humanos , Neoplasias/epidemiología , Neoplasias/prevención & control , Neoplasias/virología , Infecciones por Papillomavirus/complicaciones , Infecciones por Papillomavirus/epidemiología , Infecciones por Papillomavirus/prevención & control , Vacunas contra Papillomavirus/efectos adversos , Vacunas contra Papillomavirus/uso terapéutico , Enfermedades Virales de Transmisión Sexual/epidemiología , Enfermedades Virales de Transmisión Sexual/prevención & control , Estados Unidos/epidemiologíaRESUMEN
OBJECTIVES: Channel One is a public-affairs program that includes 10 minutes of news and 2 minutes of paid product advertising or public service announcements. Advocates assert that it increases public-affairs knowledge, but critics charge that it garners a captive audience for teen-targeted advertising. This experiment analyzed the differential effects of Channel One depending on whether early-adolescent viewers received a media-literacy lesson in conjunction with viewing the program. Outcomes included perceptions of Channel One news programming, recall of program content and advertising, materialism, and political efficacy. METHODS: Researchers used a posttest-only field experiment (N = 240) of seventh- and eighth-grade students using random assignment to conditions. Conditions included a control group, a group that received a fact-based lesson, and a group that received the same lesson content using a more emotive teaching style. It was expected that the emotion-added lesson condition would be more effective than the logic-only lesson condition because of its motivational component. RESULTS: On average, students remembered more ads from Channel One than news stories. Participants in the control group remembered fewer news stories than did the groups that received the lessons. Students reported having purchased during the preceding 3 months an average of 2.5 items advertised on the program. Both fact-based and affect-added training increased student skepticism toward advertisers. As expected, student liking of the program enhanced their learning from it and was associated with higher levels of political efficacy. Students held misconceptions about the role of their school in the production of Channel One. CONCLUSIONS: The use of Channel One by schools can have benefits, but these come with risk that some may consider unacceptable. On the positive side, student liking of the program was associated with their political efficacy. Although those who responded positively to program content and presentation style learned more from it, they also tended to want things that they saw in the advertisements. The data therefore show that the program can provide some benefits to young adolescents, but the results also provide justification for concerns about the commercialization of the classroom.