Hualapai Tribe NARCH V Project “Each One, Reach One”ITCA Conference August 2013

• Nicky Teufel-Shone-U of A Researcher

•Terri Hutchens-Project Coordinator

•Tim Vaughn- Radio Station Assistant

•Sandra Irwin- Health Dept. Director

NARCH V “Each One, Reach One”Community Presentation

AGENDA

Learn about Hualapai NARCH V serial drama project intervention and research

Review the concepts behind and general process for implementing a social influence serial radio drama

Listen to an excerpt from a completed Hualapai project serial radio drama episode

Participate in a drama writing activity

Question and answer period

PEACH SPRINGS, AZHUALAPAI TRIBEUSA

What is Hualapai NARCH V “Each One, Reach One?”

• A four year research project funded by a grant from the National Health Institute (NIH) managed through the Inter-Tribal Council of Arizona (ITCA)

• Hualapai project is focused on reducing heart disease, diabetes and alcohol abuse in the community through an innovative intervention

•Intervention was to have community youth influence community members’ health behaviors through a “social influence broadcast” (radio drama) as well as related physical activity events

• U of A researchers are measuring success of the intervention on changing community behaviors and attitudes toward physical activity and healthy lifestyle choices through focus groups and evaluating participation in physical activity events

RESEARCH FRAMEWORK

Tribe and University collaborated to develop a novel approach to promote health and shift behavioral norms Observation: Locally, youth are social influencers

Hypothesis: Social influence can be leveraged to shift exercise/physical activity norms and reduce DM risk factors

Apply the various social behavioral theories using the impact of influencing agents to yield behavior change

INTERVENTION Youth ages 10-25 years completed a related health education

curriculum which was adapted over course of project

Program established a youth-run Internet KIDSTAR radio network station EPCH, The Peach

Creation of serial radio drama required youth

Gain radio broadcasting training and mentoring

Learn story development

Created fictitious Hualapai family characters trying to make healthy choices and write, perform and produce a drama based on principles of “entertainment education”

PRE/POST EVALUATION OF DRAMA Focus groups

Random household invitation of adults

Youth engaged in the radio drama

Questions examine influences on community exercise/physical activity

behaviors

Perceived community norms Practice (behavior)

Attitude (personal)

Motivation (environmental) Benefits and challenges of physical activity related to:

Social Cohesion Collective Efficacy Resources Social Support Links to positive and negative health behaviors Ability to influence through radio drama (Youth only)

Entertainment Education !

Let’s see what it is…

Any kind of entertainment that is meant to convey a message that promotes pro-health or pro-social behavior Music videos

Serial dramas (TV and radio novellas)

Street theatre

Video games

New Media

It’s a communication strategy that effectively combines entertainment and education There are no formulas, but an average of 30%-70%

ENTERTAINMENT EDUCATION (EE)

Has ability to

Convey a specific social message and present the audience with positive role models

Present reality in a subtle way through a fictional story

Evoke a powerful emotional response

Create a lasting impression that can change viewers’ behavior

Provoke interpersonal communication

ENTERTAINMENT EDUCATION

Drama shows everyday social problems with which people struggle, models suitable solutions, and provides incentives, support and strategies for bettering their lives

Long running plot development fosters growing valuation of beneficial styles of behavior and devaluation of detrimental ones.

Dramatizations further assist people in their efforts at personal and social change by linking them to enabling and supportive communities and services

TRANSLATING THEORY INTO EE PROGRAMS

Three types of modeling influences in EE:

Positive: portray beneficial lifestyles

Negative: exhibit detrimental views and lifestyles

Transitional: transform their lives by moving from uncertainty or getting rid of adverse behavior styles

This differential modeling contrasts the personal and social effects of different lifestyles.

Viewers are meant to identify with transitional models

TRANSLATING THEORY INTO EE PROGRAMS

THE 3 ADVENTURES OF ENTERTAINMENT-EDUCATION (RADIO)

1DESIGN

3BROADCAST

2DRAMA

(our focus today)

Characters:

Demonstrate how the new behavior relates to the communities’ beliefs and/or practices

Dialogue:

Describes the new behaviors through an appropriate language (must be easy to understand)

Storylines:

Show what happens to the characters when they adopt a new behavior, and what happen if they don’t

Happy Endings:

Demonstrate the benefit of the new behavior (comparative advantage)

EPILOGUES

Increase memorability of modeled messages with use moral authority figure / celebrity and summarize modeled messages

TRANSLATING THEORY INTO EE PROGRAMS

•Review Hualapai Project process and forms for designing drama

• Listen to an episode of “Life in the PSA-NOT the Same Old Story”

Entertainment Education !

Let’s try it…

•Drama Writing Exercise

CCCONCLUSION

Question and Answer

Discussion of How Social Influence Drama Might be utilized or Beneficial in Your Community

Raffle Drawing

Contact Info:PO Box 397, 480B Hualapai WayPeach Springs, AZ 86434Telephone: (928) 769-1110Email: epchyouthradio@yahoo.com

terrihutchens@hotmail.comWebsite: www.epchradio.com

Can also listen at Tune In Radio:EPCH

YOUTH BROADCASTERS , PROJECT STAFF AND COMMUNITY VOLUNTEERS IN ACTION

Youth Broadcasters in Action

HUALAPAI TRIBE NARCH 5 “EACH ONE, REACH ONE”