HLTH 4605 Exam 2

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caveat emptor ("buyer beware")
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Terms in this set (46)
Adv: set the tone, keep objective & target pop. in mind, send positive message, start on time & be enthusiastic
DIS: time consuming, reducing time for important needs, can make participants feel uncomfortable
IMPLEMENTATION: consider participants characteristics, select an inclusive and positive environment
EXAMPLES: the name game, get it off my back, special name tags, snowball!
Adv: fairly low in cost, easy to use, structured/controlled experience, self-paced learning, excellent feedback
DIS: require equipment, can be boring, appeal to only one sense, high risk for malfunction
IMPLEMENTATION: avoid awkward transitions (adjust volume; cue)
EXAMPLES: interview with experts, self-interview, development of skills
Adv: potential for variety, attention-getter, introduce/solidify/reinforce topic, nonthreatening way to introduce topics, provide backdrop for discussion, relatively cheap and easy to use
DIS: unpredictable in outcome, require expensive equipment, can raise many issues to have focused discussion, some will be unwilling to participate & others will do all the work
IMPLEMENTATION: justify credibility, introduce content & clarify objectives before, cue up audio & materials, provide closure by summarizing key concepts
EXAMPLES: make tapes, download short clips, provide real-life examples
Adv: all can be important contributors, requires little equipment, cooperative environment, draws on group member's knowledge & experiences, spirit of congeniality
DIS: can fail if ppl do not participate, unpredictable, unfocused, time-consuming
IMPLEMENTATION: emphasize importance of generating ideas, indicate allowed time for brainstorming, facilitator should be prepared, should be purposeful, stick to one convo at a time, provide a prompt, participants should feel challenged
EXAMPLES: operational procedures & assumptions
Adv: provide element of fun, create cooperative atmosphere, involves multiple thinkers, active & more involved way of learning, stimulate innovation, exposure to variety of view points, mutual responsibility for learning & fosters an acceptance of differences
DIS: unpredictable in outcome, can be very disruptive, can be dominated by overassertive individuals, wander off track & can be uncomfortable for those who prefer individual work
IMPLEMENTATION: team/class-building activities before academic tasks, begin with brief & highly structured cooperative tasks, avoid moving to unstructured interaction until skills have been required
method/intervention 8: displays and Bulletin BoardsAdv: set positive environment, ongoing educational tool, reach special populations (walk-bys) & provide variety DIS: can be expensive, require special materials, can be time-consuming & can raise the concern of vandalism IMPLEMENTATION: topic selection, materials (background), display materials, arrangement, lettering, colormethod/intervention 9: educational GamesAdv: provide element of fun by actively involving learners, motivational competition, provide variety, opportunity for repetition of important info, encourage & enhance teamwork, breaks down concepts, "make believe" scenarios in a safe environment DIS: focus is on cognitive info, can be embarrassing if not knowledgable, emphasis on competition, disruptive, can generate into off-task/side convo, reduces valuable learning time IMPLEMENTATION: select appropriate level games, introduce w/ clear objectives, provide clear rules, facilitator remains neutral, limit length of game EXAMPLES: football game, baseball game, Hollywood squares, health bingo, educational relaymethod/intervention 10: experiments and DemonstrationsAdv: high-interest level, visual, hands-on, scientific method, reinforce theoretical aspects, promote self-confidence, active participation DIS: costly, unpredictable, can be dangerous, facilitator must have expertise, time-consuming setup IMPLEMENTATION: facilitator must be accomplished in what is being demonstrated/experimented upon, carefully plan and practice before, have all materials ready, keep objectives in mind EXAMPLES: Fish tank ecology demonstration, smoking experiment (accumulation of tar)method/intervention 11: field TripsAdv: entertaining & enjoyable, structured to address difficult objectives, context of environment, have models/materials otherwise unavailable, learn through multiple senses DIS: time-consuming, costly (transportation), uncertainty of interaction, liability coverage, require elaborate planning IMPLEMENTATION: prepare an agenda, divide large groups into subgroups, do not try to "see it all", overestimate duration & allow for unexpected delays, make arrangements for first aid/emergencies EXAMPLES: health museums/health education centersmethod/intervention 12: guest SpeakersAdv: access to experts in the field, enable participants to personalize a health issue, "break" from regular teacher, meet influential individuals DIS: ineffective if speaker is not prepared, can present unbalanced picture of an issue, requires permission/notification, participants may not be able to relate, may charge a speaking fee IMPLEMENTATION: enthusiastically introduce presenter, prepare contingency plan in the event of last-minute conflict, establish nonverbal cue for time constraints, thank the guest speaker, send a thank-you note EXAMPLE: Eating Disorders Unitmethod/intervention 14: humorAdv: provides element of fun, good attention-getter, provides variety, addresses info/issues in palatable format, provide new perspectives DIS: unpredictable due to diff. senses of humor, may require special set up (props), may require permission to use, may be viewed as a waste of time IMPLEMENTATION: humor does not mean joke; evoke positive emotions, do not assume others share the same sense of humor, beware of satire/irony, avoid ethnic humor, encourage students to participate in enjoymentmethod/intervention 15: lectureAdv: cover large amount of info in a short time, used with large groups, requires little equipment (microphone), presents factual info in logical sense, stimulate thinking for open discussion, record for future use DIS: difficult in holding attention, requires very high level of expertise on topic, not a good way to attract audience, only effective for short periods of time, difficulty in assessing the degree of learning, passive learning IMPLEMENTATION: preparation tasks (analyze, develop, practice); presentation tasks (clarify, summarize frequently, manage, review)method/intervention 16: mass MediaAdv: reaches large # of people reinforce important ideas, create positive environment for change DIS: can be very expensive, does not assess complex behaviors, requires special personnel IMPLEMENTATION: newspapers, interviews, commercials (tv/radio) EXAMPLE: Local media campaignmethod/intervention 17: modelsAdv: provide variety, provide "hands-on" experiences, attractive/attention getters, more meaningful than a picture in a text DIS: requires equipment, set-up and can be expensive IMPLEMENTATION: display in clear view to spark interest, should be large in size for all to see, avoid passing item while lecture is in progress, present content before distributingmethod 18: musicAdv: low in cost, excellent for setting the mood, allow for individual expression, helps discuss affective issues DIS: requires equipment (instruments) than can be hard to find, difficult to find correct music for meeting specific objectives, everybody likes different music IMPLEMENTATION: used to set the tone/mood, can be its own method or part of another, review music before to assess appropriatenessmethod/intervention 19: newslettersAdv: have potential to provide essential amnt of info at low cost, serve as reminder to take action, target specific needs, reinforces info presented in a program DIS: high mailing & production costs, time-consuming to construct, requires at least minimal level of expertise IMPLEMENTATION: highlight interesting aspect(s) to entice participants, deliver newsletter as single itemmethod/intervention 24: puppetsAdv: entertaining, made or purchased at relatively low cost, address difficult topics/domains, act out feelings, promote creative thinking & oral comm skills DIS: not effective if ppl don't participate, unintended outcomes/emotions, threatening to some individuals, better suited for younger individuals (younger than 8), difficult to manipulate IMPLEMENTATION: bring to life by giving them names/voices, exaggerated movements, scripts should clearly define problems/situation/roles of each puppetmethod/intervention 28: simulationsAdv: provides an element of realism, opportunity for repetition of important skills, addresses comfort levels, variety DIS: time-consuming, expensive, difficult to use w/ large groups IMPLEMENTATION: minimize uncertainty, keep the pace as true to life as possible, know what you wish to accomplish, -take on appearance of some real life phenomenon; participate in a controlled mannermethod/intervention 29: storytellingAdv: makes facts easier to learn & interpret, helps identify cause & effect relationships, requires zero equipment, likely to be shared with others, reinforces speaking & listening skills DIS: facilitator must have advanced speaking skills, limited value if no personal connections, time-consuming, discussion after must be equally as effective IMPLEMENTATION: repetition & pleasing words for children; action, humor & suspense for adults; develop clear outline based on objective(s), speak distinctly, use appropriate gestures & props *one of the oldest methods of communicating ideas & images*method/intervention 33: word games & puzzlesAdv: entertaining, fun, increase vocabulary, low cost, serve as good, productive filler for individuals DIS: generally only addresses cognitive domain, time-consuming to develop/ equipment to produce, viewed as busy work IMPLEMENTATION: use as a part of competition among groups, provides mechanism for determining if solutions are correctmedia literacydefined as having the competencies to access, analyze, evaluate, and communicate information in both print and electronic venueseffectively scrutinize its contentthe public's reliance on the media, coupled with their inability to __________________ _______________ _____ ______________, can be problematic without the ability or desire to filter its message (the point of teaching media literacy)awareness-exploring a variety of media sources by accessing information from multiple sourcesanalysis-exploring how messages are assembled while identifying, comparing and contrasting the content from various sourcesreflection-evaluating the implicit and explicit messages from one's own philosophyreaction-using media devices to participate in the exchange of ideas by expressing or creating messages using media devicesawareness analysis reflection reactionWhat is the 4-step process of informed inquiry for media literacy?creating, communicating, and deliveringhealth marketing is the ______________, ___________________, and _______________ of health information and interventions using *customer-centered* and *science-based* strategies to protect and promote the health of diverse populationssocial marketing-helps reach target audiences, customize messages, and create greater and longer-lasting behavior changeProduct Price Place Promotion4 P's of Social Marketing:Headline Byline Location Lead Supporting Paragraphswhat are the 5 components of a news release?1. headline-title; should be short, doesn't include a lot of detail, should catch readers attention, tries to summarize the main idea, capitalize major words2. byline-tells who is writing, may include address of author & publication or news source3. Location-placed at beginning in bold; include state if not in well known city4. Lead-*key part* -includes *5W-1H* (who, what, where, why, when [release date], how)5. Supporting paragraphs-is your quote important? -develop ideas provided in lead & give more info on these -explanations, details, quotesrespectwith multiculturalism, the word is ________________hegemonydomination, influence, or authority over another, especially by one political group over a society or by one nation over othersculture and hegemony2 influencers that influence answers:Communication Accommodation Theory (CAT)-examines the ways in which people adjust their speech style depending on who they are talking to (relatability) -linkages: language + context + identity -goals: social approval + communication efficiency + identityover-accomodation-"going too far" in meeting certain communication needs (age) -know your audience when patronizing speech (affective component)