Using Intervention Mapping to Develop a Media Literacy-Based Smoking Prevention Program for Female Adolescents
Abstract
:1. Introduction
2. Materials and Methods
2.1. Step 1—Needs Assessment
2.1.1. Literature Review
2.1.2. Focus Groups
2.2. Step 2—Program Goal Setting
2.3. Step 3—Selection of Intervention Methods
2.4. Step 4—Production of Program Components and Materials
2.5. Step 5—Program Implementation Planning
2.6. Step 6—Program Evaluation
3. Results
3.1. Step 1—Needs Assessment
3.1.1. Literature Review
3.1.2. Focus Groups
3.2. Step 2—Program Goal Setting
3.3. Step 3—Selection of Intervention Methods
3.4. Step 4—Production of Program Components and Materials
3.5. Step 5—Program Implementation Planning
3.6. Step 6—Program Evaluation
4. Discussion
5. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Expected Outcome: Female High School Students Decrease Their Smoking Intention | |||
---|---|---|---|
Performance Objective | Personal Determinant | ||
Attitude | Subjective Norm | Self-Efficacy | |
1. Identify the facts that receive and produce media influence related to smoking for adolescent | A1. Recognize media messages related to smoking contain embedded values | SE1. Express confidence to explore smoking scenes or cigarettes ads which influence adolescents in media | |
2. Raise the sensitivity of smoking scenes or cigarettes ads in media | SN2. Encourage the social influences of unacceptable smoking in media, when others are numb to smoking scenes or cigarettes in media | SE2. Express confidence to analyze smoking scenes or cigarette ads skeptically | |
3. Advocate for smoking prevention to public | A3. Express taking responsibility for their own media use | SN3. Recognize that most adolescents feel it is important to create heathy social media contents | SE3. Express confidence in one’s ability to use their skills to construct media related to smoking by their own meanings |
4. Determine life goals to improve self-esteem | SE4. Express confidence about setting life goals | ||
5. Apply healthy peer relationship by forming naturally refusal culture when suggesting smoking | A5. Express positive feelings about friends’ refusal to smoke | SN5. Encourage a social atmosphere that respect friends’ refusal | SE5. Express confidence about refusing smoking suggestion |
6. Apply relevant knowledge of smoking effects for adolescent | A6. Express negative feelings about weight loss and skin aging effects of smoking | SN6. Recognize that most adolescent feel it is important to know that smoking during adolescence won’t be a nice look in the long run | SE6. Express confidence in one’s ability to use knowledge about e-cigarettes to make a decision when peers nudge to smoke |
Determinant | Change Objective | Theoretical Method (Theory)-Definition | Practical Application |
---|---|---|---|
Attitude | A6 | Consciousness raising (HBM)-providing information, feedback, or confrontation about the causes, consequences, and alternatives for a problem or a problem behavior | Lecture Discussion |
A1 | Active learning (SCT)-encouraging learning from goal-driven and activity-based experience | Video Searching and posting activity Commenting on each other | |
A3 | Media advocacy (Models of Community Organization)-expose environmental agents’ behaviors in the mass media to order to get them to improve health-related conditions | Creating video Commenting on each other | |
A5 | Shifting perspective (Theories of Stigma and Discrimination)-encouraging taking the perspective of the other | Lecture Group discussion | |
Subjective norm | SN6 | Self-reevaluation (TTM)-encouraging combining both cognitive and affective assessment of ones’ self-image with and without an unhealthy behavior | Virtual photoaging activity |
SN5 | Mobilizing social support (Diffusion of Innovations Theory)-prompting communication about behavior change in order to provide instrumental and emotional social support | Group discussion | |
SN2 | Framing (Protection Motivation Theory)-using gain-framed messages emphasizing the advantages of performing the healthy behavior | Lecture Discussion | |
SN3 | Media advocacy (Models of Community Organization)-expose environmental agents’ behaviors in the mass media to order to get them to improve health-related conditions | Creating video as group activity Commenting on each other | |
Self-efficacy | SE1 | Active learning (SCT) | Searching and posting activity |
SE2 | Active learning (SCT) | Sharing opinion Lecture Real time quiz | |
SE5 | Resistance to social pressure (TPB)-Stimulating building skills for resistance to social pressure | Video Sharing opinions | |
SE4 | Goal setting (Goal Setting Theory)-Prompting planning what the person will do, including a definition of goal-directed behaviors that result in the target behavior | Video Writing about life goals and the impact that smoking will have on them | |
SE2 | Active learning (SCT) | Lecture Discussion | |
SE6 | Consciousness raising (HBM) | Making a poster |
Module & Topic | |||||
---|---|---|---|---|---|
Goal | Contents | Teaching Method | Theoretical Method | Time (min) | Online Method |
Module 1. The physically harmful effects of smoking | |||||
SN6. Recognize that most adolescents feel it is important to know that smoking during adolescence won’t be a nice look in the long run A6. Express negative feelings about physical change including aging effects of smoking | ·Experience virtual photoaging (using “Smokerface App”) ·Reality of physical changes of smoking (possible risks of breast cancer, facial changes and birth defects) | ·Virtual photoaging activity ·Discussion ·Lecture | ·Consciousness raising ·Self-reevaluation | 40 | Real time (Zoom) |
Module 2. Finding Inappropriate Smoking Scenes and Ads in Daily Life | |||||
SE1. Express confidence to explore smoking scenes or cigarettes ads which influence adolescents in media A1. Recognize media messages of smoking scenes or cigarettes ads | ·Searching for smoking scenes or cigarettes ads in various media ·Meaning of the media messages and embedded values | ·Video ·Searching and posting activity ·Commenting on each other | ·Active learning | 20 | Website (Padlet) |
Module 3. Analyzing Inappropriate Smoking Scenes and Ads | |||||
SE2. Express confidence to analyze smoking scenes or cigarettes ads skeptically | ·Expressing own ideas about smoking scenes or ads through multiple types of media (e.g., ads on website, Instagram, Webtoon, drama) | ·Sharing opinions ·Lecture ·Real-time quiz | ·Framing ·Active learning | 40 | Website (Zoom) |
Module 4. The reality of e-cigarettes? | |||||
SE6. Express confidence in one’s ability to use knowledge about e-cigarettes to make decision when peers nudge to smoke | ·Making a poster to let your friends realize the reality of e-cigarettes | ·Video ·Making a poster ·Commenting on each other | ·Consciousness raising | 40 | Real time (Padlet) |
Module 5. The culture of respecting smoking refusal | |||||
A5. Express positive feelings about friends’ refusal to smoke SN5. Encourage a social atmosphere that respect friends’ refusal | ·Forming school rules for an atmosphere respecting friends’ refusal to smoke | ·Lecture ·Group discussion | ·Information about others’ approval ·Mobilizing social support ·Shifting perspective | 40 | Real time (Zoom) |
Module 6. The obstacle to my goals is smoking | |||||
SE4. Express confidence about setting life goals SE5. Express confidence about refusing smoking suggestion | ·Thinking about and making life goals ·Thinking about relationship between smoking and life goals | ·Video ·Writing about your life goals and the impacts that smoking will have on them | ·Resistance to social pressure ·Goal setting | 20 | Website (Padlet) |
Module 7. Increasing the sensitivity of smoking media literacy | |||||
SE2. Express confidence to analyze smoking scenes or cigarette ads skeptically SN2. Encourage the social influences of unacceptable smoking in media, when others are numb to smoking scenes or cigarettes in media | ·Analyzing and appreciating the media related to smoking scenes and cigarettes ads | ·Lecture ·Discussion | ·Framing ·Active learning | 40 | Real time (Zoom) |
Module 8. Making video for smoking prevention | |||||
SE3. Express confidence in one’s ability to use their skills to construct media related to smoking by their own meanings SN3. Recognize that most adolescents feel it is important to create heathy social media contents | ·Making videos for raising awareness about smoking prevention | ·Creating video as group activity ·Commenting on each other | ·Media advocacy | 20 | Website (Padlet) |
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Kim, S. Using Intervention Mapping to Develop a Media Literacy-Based Smoking Prevention Program for Female Adolescents. Int. J. Environ. Res. Public Health 2021, 18, 6305. https://doi.org/10.3390/ijerph18126305
Kim S. Using Intervention Mapping to Develop a Media Literacy-Based Smoking Prevention Program for Female Adolescents. International Journal of Environmental Research and Public Health. 2021; 18(12):6305. https://doi.org/10.3390/ijerph18126305
Chicago/Turabian StyleKim, Sookyung. 2021. "Using Intervention Mapping to Develop a Media Literacy-Based Smoking Prevention Program for Female Adolescents" International Journal of Environmental Research and Public Health 18, no. 12: 6305. https://doi.org/10.3390/ijerph18126305