Marshall McLuhan

Marshall McLuhan

All media work us over completely. They are so pervasive in their personal, political, economic, aesthetic, psychological, moral, ethical and social consequences that they leave no part of us untouched, unaffected, unaltered. The medium is the massage. Any understanding of social and cultural change is impossible without a knowledge of the way media work as environments.

(McLuhan, Understanding Media , 1967)

Bullet or Hypodermic Theory

Message

Source Receiver

Two-Way Process

Message

Source Receiver

Feedback

Stalagmite Theories

Slow and subtle effects of mass communication

Social Learning Theory– media are active, though subtle, educators in

teaching about the world

Cultivation Theory

“mainstreaming” “affirmation for believers” and

“indoctrination for deviants” “story-telling role” stereotyping and perceived reality “cultivation of complacency”

Agenda Setting Theory

The true power of the media is not in telling people what to think, but in telling them what to think about.

Media Effects Theories

McLuhan and Toronto school– media affect how we organize our thoughts

Meaning Theorymedia mould meaningmeaning may or may not be shared with

audiences and producers

Media Effects Theories

Audience Use Theorieshow receivers use media and the

messages received– entertain, inform, escape, companion

Media and Health Promotion

Mass communication theories fit well with health promotion concepts– Health Belief Model can use Social Learning

Theory and Cultivation Analysis Theory

– Agenda Setting role of media useful in marketing awareness to assist with move through stages of TTM

Tying it all together

Health Promotion Work – Awareness strategies

Activity Resource Needs

Self- quiz High

Material requests Medium

Trigger cards Medium

Video messages in office Medium

Interactive computer pgm Medium

E-mail contacts Low to medium

Webcast Low-medium

Hotline Low Brauer, et al., 2006

Health Promotion Work-- Environmental supports

Activity Resources Needed

Healthy restaurant listing Low to medium

Cafeteria & restaurant POP programs

Medium

Access to recreation Medium

Brauer, et al., 2006

Health Promotion Work-- Policy development

Policies that establish– Healthy workplaces– Healthy schools– Healthy communities– Food access– Food availability – Reduced # living on low incomes– Limited exclusion of low income Canadians from

participating in society– Restored social safety net

Brauer, et al., 2006

Adult Education

1. Adult roles, responsibilities, & previous experiences influence learning

- topic relevant to their lives

- hands-on learning

2. Adult learning is constantly occurring

3. Role of adult educator to facilitate this continuous learning process

Adult Education

Formal and Informal learning– Working with experience– Dialoguing & storytelling– Networking

Adult Education

Themed throughout course– Health promotion– Capacity building– Community development– Participatory approaches– Enlightenment, empowerment & emancipation

Best Practices in Nutrition Interventions

Lit review by Cancer Care Ontario Searched e-databases + key informant

interviews ID’d effective interventions

– program– policy– media

Health Promotion Approaches -- Programs

Education, awareness & skill building– knowledge gained motivation & attitude

change– require booster interventions as

reinforcement (aka follow-up)– supports needed to facilitate new “behaviour”– supports for reinforcement of change


Community Action– Focuses on community as force to ID & solve

its problems Empowerment, capacity building


Environmental Support– Addresses physical & social aspects of

environment local action groups, mutual aid networks

– can enhance & support health attitudes, behaviours

Health Promotion Approaches -- Media Efforts

Series of planned activities directed at whole populations

Primary roles of media:– presenter of new ideas– supporter to reinforce old messages– supplement to other program activities– promoter of programs

Health Promotion Approaches -- Policies

Guide activities & resource allocation to contribute to development of healthy environment

Health Promotion Approaches -- Theory

Theory attempts to explain behaviour Can guide development of effective

interventions All programs have a theory

– not possible not to have a theory

Best Practicesin Nutrition Interventions

Used participatory models– planning, implementation, evaluation

Grounded in theory Multiple strategies Provided training & support

– essential

Targeted stage of change

Best Practicesin Nutrition Interventions

Involved family – NB source of support

Adequate intensity & duration– not one-time events

Clear, simple messages Considered political climate Open communication lines

– between involved organizations

Best Practices -- Recommendations

Development stage– participatory models– included all stakeholders

ID needs & priorities, develop strategies

– target population begin to develop skill base needed to sustain

program

Best Practices -- Recommendations

Effective implementation– adequate resources– training & support to sustain intervention long

enough to bring about desired change– funding provided for intensive evaluation

Best Practices on the Web

PHAC launched portal at conference Nov 5-8/06

Canadian Best Practices Portal for Health Promotion and Chronic Disease Prevention– http://cbpp-pcpe.phac-aspc.gc.ca/

Pan-Canadian Competencies for Health Promoters -- Draft

Demonstrate knowledge necessary for conducting health promotion that includes:

– Applying determinants of health framework to analysis of health issues

– Applying theory to health promotion planning & implementations

– Applying health promotion principles in context of roles & responsibilities of public health organizations

– Describing range of interventions available to address public health issues


Conduct community needs/situational assessment for specific issues that include:

– ID behavioural, social, environmental & organizational factors that promote or compromise health

– ID relevant & appropriate data & information sources– ID community assets & resources– Partner with communities to validate collected quant &

qual data– Integrate information from available sources to ID

priorities for action


Plan appropriate health promotion programs that includes:– ID, retrieving & critically appraising relevant

literature– Conduct environmental scan of best practices– Develop component plan to implement

programs including goals, objectives & implementations steps

– Develop program budget– Monitor & evaluate implementation of

interventions


Contribute to policy development that includes:– Describing implications of policy options

health, economic, admin, legal, social & political

– Provide strategic policy advice on health promotion issues

– Write clear & concise policy statements for complex issues


Facilitate community mobilization & build community capacity around shared health priorities that includes:– Engaging in dialogue with communities based

on trust & mutual respect– ID & strengthen local community capacities to

take action on health issues– Advocate for & with individuals &

communities that will improve their health & well-being


Engage in partnership & collaboration that includes:– Establish & maintain linkages with community

leaders & other key health promotion stakeholders (e.g., schools, businesses, churches, community associations, labour unions, etc.)

– Utilize leadership, team building, negotiation & conflict resolution skills to build community partnerships

– Build coalitions & stimulating intersectoral collaboration on health issues


Communicate effectively with community members & other professionals that include:

– Provide health status, demographic, statistical, programmatic, & scientific information tailored to professional & lay audiences

– Apply social marketing & other communication principles to the development, implementation & evaluation of health communication campaigns

– Use media, advanced technologies, & community networks to receive & communicate information

– Interact with, & adapt policies & programming that responds to diversity in population characteristics


Organize, implement & manage health promotion interventions that includes:– Training & coordinating program volunteers– Describe scope of work in context of

organization’s mission & functions– Contribute to team & organizational learning

Key Proficiencies

Knowledge– Behaviour change & education theories– Nutrition throughout the lifecycle– Cultural sensitivity– Knowledge about policy & policy process– Principles of adult education

Key Proficiencies

Skills– Counseling & education methods– Create safe environment to facilitate learning

& trust– Communication– Listening– Ability to empathize– Compassion

Key Proficiencies

Behaviours– Modeling a healthy lifestyle– Demonstrate genuine empathy– Allow participants to determine own goals– Listening without judging

Key Proficiencies

Core Beliefs– Communities are capable of making change– Adults are capable of self direction– Community is expert on itself– People learn in various ways– Respect for others– Policy is the root of our food system– A few people really can make a difference in

the world

Key Proficiencies

Values– All people deserve & want health– A value of people– A value of wellness– A value of lifelong learning– Personal honesty & respect for others– Caring, compassion, & it is part of life’s

mission to help others without the need to impose your beliefs or values on others

Key Proficiencies

Character Traits– Flexibility to tailor approach to needs of client– Willingness to provide superior customer

service– Compassion– Enthusiasm– Energy– Humility

Key Proficiencies

Motivations– Reward of helping people achieve their goals– Desire to help people help themselves– Desire to make positive difference in the lives

of others

Future Program Directions

Need better efforts “to integrate program to minimize duplication & optimize resources”

Need “sustained long-term resources to facilitate comprehensive evaluation”

Involving stakeholders in program development, implementation & evaluation “could be crucial to the success of interventions”

Flynn, McNeil, Maloff, et al., 2006

Job Interview Question Areas

Based on Critical Factors for Eligibility– Knowledge/Education– Communication Skills– Interpersonal Skills– Problem Solving Skills– Organizational Skills– Ability to function as part of a team

Best Practices Article

Flynn, M.A.T., McNeil, D.A., Maloff, B., Mutasingwa, D., Wu, M, Ford, C., & Tough, S.C. (2006). Reducing obesity and related chronic disease risk in children and youth: A synthesis of evidence with ‘best practice’ recommendations. Obesity Reviews, 7(Suppl.1), 7-66.

[published by The International Association for the Study of Obesity]

Documents

Marshall McLuhan