The

eport on Volume 3 Issue 7 R April 2004 ocial Norms S Feature Article: Emerging Challenges and Issues for the Social Norms Approach By Alan D. Berkowitz

nterest in the social norms ject staff to implement the model properly. They approach is growing, research con- argue that each of these areas must be addressed "…social norms tinues to validate the theory, and before undertaking a social norms intervention, interventions can I new applications are being devel- and they must be continually addressed as the oped in a variety of areas. With intervention is underway. be successful this growth and expansion and the enthusiasm Salience: Deciding which messages are when they are that accompanies it are a number of challenges. appropriate and relevant for which audience. In implemented care- In particular, it is important to learn from unsuc- relatively homogeneous communities all mem- fully, with ade- cessful or inadequately evaluated interventions bers may feel a part of the community and react along with the numerous and growing examples positively to a community-based norms message. quate preparation of success. These failed interventions can be very Many social norms marketing campaigns adopt and fidelity to the instructive and serve to articulate, refine, clarify this format with slogans such as “most of us” or model, and evalu- and expand the model. Many of these failures “students at our university…” However, in a very may be due to lack of fidelity to the model, ated thoroughly." heterogeneous community individuals may not improper implementation, or incomplete evalua- identify with messages like these unless they are tion. Thus, it is important to understand these carefully constructed to have broad appeal. Some challenges in order to develop effective interven- may identify more with particular identities such tions and also in order to understand what hap- as participation in a sport or affinity group and be pened when they appear to fail. better reached through targeted social norms Among the challenges facing the social campaigns, which have been successful in many norms approach are the following: settings. Thus, which messages are “salient” to Readiness: Developing the necessary infra- which groups is an important consideration in structure to support a social norms campaign. The social norms campaigns. theory of social norms makes intuitive sense to Salience has a number of dimensions that many prevention specialists in contrast to “health include which norm is addressed, how it is mea- terrorism,” informational approaches and other sured, and whether the norm in question is an strategies that may fail to produce results. Yet attitudinal or a behavioral norm. Brian Borsari while the theory is elegant, implementation is and Kate Carey have written two excellent arti- difficult and requires a significant amount of cles on this topic titled “Descriptive and “readiness” or preparation to ensure that an orga- Injunctive Norms in College Drinking: A Meta- nizational infrastructure is available to deliver a Analytic Integration” and “Peer Influences on quality intervention. Koreen Johannessen and College Drinking: A Review of the Research” Kim Dude, in the March 2003 issue of the that discuss the various types of norms that may Report, reviewed elements of readiness that be surveyed and the research findings about them include: 1) training key stakeholders and staff in (see the “Recent Research” section of this issue the model, 2) creating support and discussion in for a review of these important articles). the larger community, 3) revising policies that Credibility: Creating credible messages in may foster misperceptions, 4) collecting and ana- terms of message, source, and explanation of lyzing data, and 5) training and supporting pro- data. Social norms messages contradict widely continued on page seven

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the The Social Norms Approach to focus on applications of social norms Promoting Positive Sexuality and Social to sexual assault prevention, adolescent Gathering Justice is the title of a conference host- sexual health, reducing homophobia Place ed by Planned Parenthood of the and other prejudicial behaviors, and Southern Finger Lakes. The two-day resisting peer pressure related to sexual meeting will take place on April 14th activity. The conference will include a The Gathering Place brings together news, announcements, and important developments and 15th in Corning, N.Y. and will one-day pre-conference providing an in the field of social norms. overview of social norms theory, research and implementation. For infor- mation contact Maren Olson at Editor’s [email protected] or 607 216- 0021. It is no surprise that then socialo normste approachs is often criticized and attacked Can the Social Norms Approach based on assumptions and myths held by the culture it is trying to change. Thus, be Tailored to Address the Needs of headlines and press releases about “failed” social norms campaigns receive promi- nent attention, while successes go relatively unnoticed. Evaluations of social norms Students of Color? This question was programs that are incomplete or theoretically flawed or utilizing problematic mea- the subject of a recent article in the sures receive similar attention with article titles describing “failed campaigns” and December 2003 issue of Hispanic disappointing “magic bullets.” Individuals involved in a single study or program Outlook. It includes interviews with evaluation that appears unsuccessful make recommendations to the field based on national experts who discuss the chal- their experience with only one campus. At the same time, those of us involved in lenges of designing inclusive social the practice of social norms know how complicated and difficult it is to do this well. Thus, a common source of program failure is due to improper implementation norms campaigns and provides exam- and inadequate preparation. Above all, social norms is a contextual approach, as H. ples of institutions that are trying to do Wesley Perkins has pointed out. Interventions need to be adapted to the context this. and specific environment of the setting, and there may be differential impact based on characteristics of an individual setting. Put simply, the same intervention may “Applying the Social Norms not work in the same way in a different setting. In addition, many evaluations of Approach to Sexual Health and Sexual social norms campaigns are not thorough enough to reveal positive changes which Assault Prevention” is the title of the may have occurred. feature article in this month’s issue of This issue of the Report examines these concerns in a number of ways. In the The Peer Educator published by “Feature Article” common barriers and challenges to the effectiveness of social Bacchus/Gamma. It can be downloaded norms are discussed. We must understand and address each of these to create suc- from their website, www.bacchusgam- cessful programs and also to understand those that may fail for any of these rea- ma.org. sons. “From the Field” presents the “Snowball Survey Intervention” developed at Virginia Commonwealth University by Linda Hancock and her colleagues. The Model program awards for 2002- Snowball Survey is a creative workshop activity that addresses many of the com- 2003 for the National Collegiate mon reactions to social norms marketing campaigns, including skepticism about Alcohol Awareness Week were given data and concerns about confidentiality and believability. When these concerns are not addressed well-executed campaigns can fail. to three institutions that incorporate Finally, the “Recent Research” section describes important studies that will social norms programming into their help advance our knowledge about theoretical and methodological issues in the alcohol prevention activities: Bradley field, including the first meta-analysis conducted on social norms research. University, Regis University, and the I look forward to seeing many of you at the upcoming annual conference on University of Missouri. For descrip- the social norms model, which will take place in July in Chicago. tions of these programs go to the Inter- Best wishes, Association Task Force website: Alan D. Berkowitz, Ph.D. www.iath.org/ncaaw. Editor, The Report on Social Norms e-mail: [email protected] • telephone: 607 387-3789

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ecent of the eight studies reported significant considerable support for the approach. esearch reductions following descriptive norm A Case Against “Binge” as the Term R education.” The article concludes with a of Choice: Convincing College Students Editors Note: The first two articles discussion of methodological limitations to Personalize Messages About reviewed in this issue are by Brian in the literature and identifies a need for Dangerous Drinking (2003). Lederman, Borsari and Kate Carey of the Center more standardization in the definition L, Stewart, L, Goodhart, FW & for Health and Behavior at Syracuse and measurement of norms. An issue not Laitman, L. Journal of Health discussed in this article is that peer pres- University. They deserve the attention of Communication, 8:79-91. In recent sure in terms of social norms and model- social norms practitioners interested in years the debate over the term “binge” ing may be linked because negative emerging theoretical issues and the sta- for high-risk or dangerous drinking has models are more visible. Thus, social tus of research on social norms. The received attention. New research based norms interventions may work through third provides an important perspective on BAC rates suggests that this term is on the controversy about the “binge- two pathways – by correcting norms that inaccurate in identifying drinkers whose drinking” term – its effect on students influence behavior, and by reducing the alcohol use is harmful to self and oth- and its lack of appeal to them. impact of negative models for alcohol ers. Clinicians have suggested that the use. term is inappropriate based on clinical Descriptive and Injunctive Norms in Peer Influences on College Drinking: definitions of a “binge”, and a number College Drinking: A Meta-Analytic A Review of the Research (2001). Brian of professional associations and acade- Integration (2003). Brian Borsari and Borsari and Kate Carey. Journal of mic journals have recommended against Kate Carey. Journal of Studies on Substance Abuse, 13:391-424. This arti- the term. In this article a team of Alcohol, 64:331-341. In this article the cle provides an overview of research on researchers and practitioners from authors examine five predictors of “self- the topic of “peer pressure,” suggesting Rutgers University remind us of another other difference” or “SOD”: norm type that it is a combination of three different important disadvantage of the “binge” (injunctive or descriptive), gender, refer- influences: overt offers of alcohol, social term—it’s lack of appeal to students. ence group, question specificity, and modeling, and social norms. In the sec- Drug prevention activities at Rutgers campus size. Their meta-analysis incor- tion on social norms the author’s con- have distinguished themselves by pay- clude that “per- porated data from 23 different social ing careful attention to what students ceived norma- norms studies to examine the relative think and understand about drinking tive support of “Thirty different influence of each of these SODs. The and one of their core findings is that others for authors found that “All five predictors studies are sum- students do not relate to the “binge” drinking consis- were significantly related to self-other marized in the lit- term and that it may in fact play into tently predicts differences in the perception of norms. student denial about alcohol problems. personal alco- erature review Greater SODs were evident for injunc- This article reviews in detail the results hol use and to a along with a dis- tive norms, estimates by women, distal of this body of research, conducted in lesser extent cussion of what is reference groups and non-specific ques- focus groups and through surveys over alcohol-related tions, as well as on smaller campuses.” known about fra- the past ten years. The authors also rec- problems.” Hypothesis tests were conducted for 102 ternity drinking, ommend against the terms “high-risk” Thirty different different SODs with 91% reporting a studies are sum- injunctive and positive self-other discrepancy, i.e. “par- and “responsible drinking” in media for marized in the behavioral norms, ticipants viewed others as drinking more students and suggest that the term “dan- literature and how norms or having more tolerant views of alcohol gerous drinking” is most appropriate than themselves” in 91% of the compar- and correct for contemporary colleges review along influence behav- with a discus- isons tested. The authors discuss a num- student populations. ior.” sion of what is ber of important theoretical issues that (Ed: A short presentation of this view- known about may bear on the effectiveness of social point can be found in: Binge Drinking: fraternity drinking, injunctive and norms interventions. This study is the Not the Word of Choice (2003). behavioral norms, and how norms influ- first published meta-analysis combining Goodhart, FW, Lederman, LC, Steward, ence behavior. In the section on “inter- data from different studies and is thus an LP and Laitman, L. Journal of ventions using norms” ten studies are extremely important contribution to the American College Health, 52(1):44-46) reviewed and the authors note that “six literature on social norms, and provides

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seat belt use, lack of credit card debt, from and number of sex partners per year in “…we have developed a critical addition to healthy drinking norms. This thinking exercise for our first-year broad approach creates a dialogue about the orientation classes called the misperceptions and helps to avoid potential backlash of an alcohol-only “Snowball Survey Intervention” field message. As a result, students are less (SSI). Students take a survey with likely to feel that the campaign is an questions about their perceptions and attempt to “manipulate” their alcohol their behavior. Then they crumple Increasing the Credibility of use. the survey into snowballs and engage Social Norms Marketing Secondly, we try to catalyze the Campaigns Using the process of message acceptance and in a “snowball fight” using the crum- “Snowball Survey shorten the time to enhance healthy pled surveys. At the end of a few Intervention” norms. To do this we have developed a rounds of snowball throwing the stu- critical thinking exercise for our first- dents look at the data first hand. year orientation classes called the Katherine Vatalaro and Linda Hancock “Snowball Survey Intervention” (SSI). This exercise provides a visible Virginia Commonwealth University Students take a survey with questions demonstration of the anonymity and about their perceptions and their behav- confidentiality of the data collection ior. Then they crumple the survey into Introduction process.” snowballs and engage in a “snowball The Office of Health Promotion at fight” using the crumpled surveys. At Virginia Commonwealth University the end of a few rounds of snowball was not “manipulated” by the (VCU) conducts a social norms market- throwing the students look at the data researchers, 3) demonstrate to students ing campaign to decrease alcohol abuse first hand. This exercise provides a visi- the existence of misperceptions for a among undergraduate students. Along ble demonstration of the anonymity and wide array of health issues, 4) provide with other social norms marketing cam- confidentiality of the data collection students with new insights about mis- paigns, we face the challenge of getting process. perceptions and 5) model skills to dis- students attuned to the norms message cuss these issues with peers in and out This article provides practical and then breaking through their skepti- of the classroom. The exercise is guidelines for using the SSI, including cism about it. Our students are deeply designed to be interactive and to pro- ways to protect student’s privacy and entrenched in their misperceptions and mote a feeling of respect between par- ensure that participants feel safe with they work hard to find logical reasons to ticipants and researchers. discount the accuracy of our campaigns. the process, fine points of finessing the Survey Design The most frequent skeptical comment discussion in order to maximize under- The instrument is titled the we hear is “People lie on surveys.” standing of norms and reality, initial “Snowball Survey.” Questions are limit- Students are also suspicious and con- research findings, and ways to adapt the ed to the front side of one piece of cerned about “manipulation.” They ques- SSI to other groups. white paper. We selected seven areas of tion if the data is being manipulated by Goals of the Snowball Survey common misperception: five were from researchers and they are suspicious that Method our National College Health Assessment the campaign is an attempt by the Our work is inspired by others who survey (NCHA) data (smoking, alcohol, administration to control alcohol use. have developed small group norms chal- marijuana, sexual activity and number lenging models (see the November 2003 On our campus we address the skep- of sexual partners) and two focused on issue of The Report on Social Norms for tical and suspicious attitudes of students other prevalent misperceptions on our information on this approach). Our strat- in two ways. First, we avoid an alcohol- campus (academic attitude and prayer). egy was to design a low-tech, critical- only approach, focusing our social Five of the perception questions were thinking exercise for freshmen orienta- norms media campaign on a wide range immediately followed by the related tion classes. The goal was to 1) create of health behavior norms using the tag behavioral questions (academic attitude, an inexpensive and fun intervention that line “VCU students are healthier than past month smoking, alcohol use, credit provoked thought about the gap you think.” Our media provides norma- card debt and prayer). We do not ask tive data on behaviors such as smoking, between perception and reality, 2) pro- vide immediate survey feedback that continued on page five 4 The Report on Social Norms • Volume 3 No. 7 www.socialnormslink.com • www.Paper-Clip.com From the Field continued from page four actual behavior about past month mari- REAL with a bracket mark between the survey they are holding. Those who had juana use or number of sex partners two and the word “gap.” These items blank surveys stand to the side and help because a class size of only 20-30 peo- serve as visuals to strengthen the discus- the instructor estimate the findings by ple was too small to provide safety on sion about misperceptions. visually looking at the group. these sensitive issues. The discussion begins with a chal- The first question assesses percep- Procedure lenge to think like “scientists and seek- tions of attitudes about academics. On Prior to distributing surveys we ers of the truth.” Students are asked to our campus students generally underesti- introduce our presentation team of a identify the drawing of the bell curve, mate the academic rigor of other stu- health educator and a peer educator and with an explanation that it represents dents. Question 1 asks: “How serious do make sure that students understand the what happens on average in a popula- you think most VCU students are about process for the snowball fight and the tion and can be used to predict things their studies and schoolwork?” We ask sharing of results. We read an informed about a population. We then discuss students to stand if the person who took consent statement assuring students that sample size and that a sample of 20 is their survey had marked “very serious.” the survey is optional and anonymous. not robust but can still give a fairly In almost all classes, only one or two Due to Institutional Review Board accurate representation of many college students out of 20 had the perception (IRB) requirements, only participants behaviors. For example, we correctly that most VCU students were “very seri- over the age of 18 fill out a survey. predict that over 90% of them will raise ous” about their schoolwork. Those under 17 read the survey but their hands when we ask: “Raise your Then we look at the reality, asking leave it blank. After the snowball fight hand if you have had chicken pox.” We students to stand for Question 2, “How people with blank surveys stand to the point out that this provides an example serious are YOU about your studies and side for the discussion of the results. of the bell curve and that experience schoolwork?” In most classes about half Students are told that in order to protect with this population enables us to make the students’ stand for “very serious.” everyone’s privacy they should not to that accurate prediction even with a The large visual discrepancy between put their name or any stray marks on the small sample size. We explain that the the number standing for the first and survey. To further protect privacy each goal of the snowball survey intervention second questions clearly demonstrates student is given a free pen with the is to explore the gap between perception that studying behavior is misperceived. same color ink and is asked to take the and reality on many college-related We then discuss why studying behavior survey with it. When students finish issues. In a class size of less than 20 we is underestimated, including that it is their surveys, they crumple them and explain that the sample is very small often a less visible behavior done at wait for the others to finish. and that we will discuss our results home or at the library while goof-off At the beginning of the “snowball despite the potential inaccuracy of the behavior is more visible, attracts more fight” each person stands up and throws findings. attention, and is more interesting to a snowball at least three times in order The discussion of misperceptions bring up in conversation. We point out to make sure the surveys are well mixed begins by looking at the violence per- that misperceptions can either overesti- up. Students are then told to “gently ception question. Most guess that their mate or underestimate reality. In general, defrost” the survey to prevent ripping. chance of encountering violence in any people tend to underestimate less visible We remind them not to say anything if given week is either 50:50 or 1 in 10 healthy behavior and overestimate more they accidentally get their own survey when in reality the chance of encounter- visible unhealthy behavior. and emphasize to them that there is no ing violence is only 1 in 100. We brain- We then discuss smoking perception way for anyone to know if they get their storm why this “gap” between percep- and behavior. For the question “What own survey if they don’t mention it. tion and reality exists. Many students percentage of VCU students do you While students take the survey, the mention the media as responsible for think smoked at least one cigarette in the presenter draws a simple bell curve on inflating our perception of violence. past month?” we ask students to stand if the blackboard and an “n = ?” under- Violence is very memorable and people the survey they have indicates 50% or neath along with the following question, talk about it repetitively when it hap- above. A majority of the class usually “What are your chances of encountering pens. stands. Then we ask students to stand if violence in a given week?” The choices We then look at the survey results. the person who took the survey they given are 50:50, 1:10 or 1:100. The pre- Students are asked to stand to visually were holding had written “30” for the senter also includes a visual with the display the perceptions and behaviors question “On how many days did YOU words PERCEPTION above the word expressed by the person who took the smoke a cigarette in the past month?” continued on page six

5 The Report on Social Norms • Volume 3 No. 7 www.socialnormslink.com • www.Paper-Clip.com From the Field continued from page five An answer of 30 means that person was answers on their surveys. Often when tion, meta-analyses of research on lying a “daily smoker.” Usually only about we ask students about sex perceptions have shown that most people tell the 15% of the class stand. We share our they quickly share that the person on truth about legal behaviors such as campus statistics that only 15% of VCU their snowball survey estimated high. drinking and smoking behaviors. As students are daily smokers and that only We explain that campus-wide data indi- long as people feel secure in the survey 30% had a cigarette in the past month. cates that most VCU students (69%) process most, like most of the class, tell This leads to a discussion about have 0-1 sex partners in one year. We the truth. why smoking behavior is overestimated. ask them why they think this is true. Another problem occurs with an Smoking is very noticeable because it is Many point out that people want com- unusually skewed group. If there are easy to see and smell and smokers fre- mitted partners and relationships. only one or two persons of a gender, we quently stand in visible high traffic Credit card debt and prayer are cov- ask students not to answer the gender areas such as outside of buildings. ered briefly. Prayer is a good example of question to protect privacy. In addition Smokers also stand outside longer and a behavior that is hard to see and is thus some groups contain more risk-takers more often than non-smokers. underestimated. Credit card debt pro- than others. Instructors know to antici- The discussion of drinking requires vides an example of a common overesti- pate a risk-taking group if there is a high the most knowledge and finesse on the mation. These questions help reinforce percentage who do not take academics part of the instructors. By this point the the idea that reality and perception are seriously or who smoke. Our experience students are tired of standing up so we often very different and reinforce that is that heavy smoking groups are more ask them to raise their hands in our focus is not alcohol-only. likely to have heavy drinkers. In such response to the alcohol questions. The Basic Principles cases we discuss different types of sub- groups and discuss the actual statistics perception question asks “What per- The success of the Snowball Survey found on our campus survey. centage of VCU students do you think is based on a variety of factors. First, drank 5 or more drinks at a sitting when every effort is made to inform students In addition presenters need to be they went out in the past 2 weeks?” ahead of time of what they would be aware of large campus or local events with students raising their hands if their doing and about how much we wanted that may affect risk-taking behaviors. On survey indicates 50% or above. Caution to protect their privacy. Secondly, the our campus, for example, we saw higher is required when revealing and dis- presenters are well-versed in our NCHA drinking rates after Hurricane Isabel cussing actual alcohol use behavior. If data. Thirdly, skepticism is embraced. when students were without power and the group had high smoking behavior it By encouraging students to ask ques- classes for a few days. Campus events is likely that they will drink more. In tions and think like scientists, criticism such as Homecoming or Spring Break this case we talk about skewed samples and disbelief is expressed and can be may also skew results. In these cases, a and their non-representative smoking. used to foster discussion. Lastly, exam- general discussion using actual statistics Then we discuss our campus-wide sta- ples are contemporary and relevant to would be more appropriate. tistics for alcohol use without raising the campus. We use examples that stu- Evaluation hands. dents can relate to or have heard about In an informal evaluation we We explain that most VCU students recently. One example was a story about matched six classes who received the have 0-4 drinks when they go out and a VA Tech student falling out of a win- critical thinking exercise with six classes provide reasons why drinking behavior dow while slam dancing. People auto- of comparable majors that did not is commonly overestimated (for exam- matically assumed this incident was receive it and conducted a matched ple, the person you remember from a alcohol related but it was not. intervention-comparison post-test only party is the rowdy drunk, not someone Anticipating Problems outcome evaluation. The post-test survey who had one or two drinks and went Presenters should be aware that they was very similar to the Snowball Survey. home). It is most helpful to have peer may encounter some potentially difficult The comparison group consisted of more education students involved in this part situations. Students often question the traditional students (younger, living on of the discussion, as their insights and integrity of our data and at least one stu- campus) and less risk-taking by nature statements carry great weight with the dent per session suggests that most peo- than the intervention group. The inter- students. ple lie on surveys. Our answer is that we vention group demonstrated higher rates We do not ask students to stand or too are concerned about students being of smoking than the comparison group raise hands for perceptions about mari- truthful. We point out that it is more that is typically found in our surveys. juana or number of sex partners. Instead work to lie than to tell the truth. In addi- we invite them to yell out some of the continued on page eight

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Emerging Challenges continued from page one held beliefs and introduce cognitive dis- Evaluations and the Challenges for Social Norms Programs sonance by suggesting that the truth is conclusions based Readiness: Developing the necessary infrastructure to sup- different from what is popularly thought. on them can be port a social norms campaign These messages can stimulate a process compromised when of self-reflection and re-examination of the premises of the Credibility: Deciding which messages are appropriate and what is normative. However when a mes- evaluation are not relevant for which audience sage is not credible and is easily rejected theoretically sound. Believability: Creating credible messages in terms of mes- a campaign is compromised unless this For example, sage, source, and explanation of data “push-back” is effectively addressed. assumptions can be Comprehensiveness of evaluation: Making sure that pro- Lack of credibility can be due to a variety made about the gram evaluations are thorough and reveal any successes. of factors, including when: the source of underlying theory of Evaluation integrity: Conducting evaluations that are theo- the message is not trusted; the presenta- social norms that are retically flawed or use improper measures. tion of the message is not appealing; or incorrect, inappro- data that is questioned is not explained priate measures may Criticism: Responding effectively to critics. thoughtfully. Robert Granfield (Working be used to evaluate Replicability: Designing an intervention that is appropri- Paper #2, March 2002) has provided a change, or evalua- ately adapted to a new context. case study of a social norms campaign in tors may neglect to which issues of believability initially assess the fidelity of the intervention to addition, the best means of disseminating undermined the campaign, while the model. In each of these cases, an eval- information may differ among groups or Katherine Vatalaro and Linda Hancock uator may conclude that a particular inter- communities. Because of this context describe a successful program that is vention or the model itself is not effective issue generic attempts to replicate social designed to address many of these con- when in fact the evaluation itself has been norms interventions independent of the cerns (see “From the Field” this issue). compromised by one or more of these intervention context may fail. Similarly, Evaluation: Make sure that program factors. A number of recent published when a social norms intervention is evaluations are thorough and reveal any evaluations of social norms campaigns adapted to a different health issue, the intervention must be tailored to the cul- successes. Jason Kilmer and Jessica share one or more of these problems. ture of the new problem. Therefore it Cronce (RSN 2-7, May 2003) have sug- Criticism: Responding to critics. The cannot be assumed that unique features gested that inadequate evaluation of social norms approach has met criticism of one campaign or problems encoun- social norms campaigns may lead to the from a number of quarters. These criti- tered will be a feature of all campaigns. incorrect conclusion that they have not cisms have been addressed by Richard been successful when in fact positive Rice and myself in an RSN Working In summary, social norms interven- changes have been overlooked. They dis- Paper (#7, October 2002) and by H. tions can be successful when they are cussed issues in the evaluation of social Wesley Perkins in the final chapter of The implemented carefully, with adequate norms campaigns, noting the importance Social Norms Approach to Preventing preparation and fidelity to the model, and of designing surveys that capture antici- School and College Age Substance Abuse. evaluated thoroughly. These guidelines pated changes, the need to evaluate mes- In these responses it is suggested that crit- can provide a template for assessing the sage impact in addition to message expo- ics may be holding the social norms quality of a campaign before it is imple- sure, and the value of assessing differen- approach to a higher standard of evidence mented, and for diagnosing perceived or tial campaign impact on population sub- and implementation than other approach- actual failure when it occurs. groups in addition to global change. They es, and that many of the complaints are also noted that categorical measures of based on misunderstandings or lack of Alan D. Berkowitz is the Editor of The change might not reveal other important familiarity with the research. Report on Social Norms and a co- effects of a campaign. For example, while Replicability. When social norms founder of the social norms approach. the overall percentage of students who interventions are applied in a new setting, This “Feature Article” is a revision of a drink less than a certain amount (“0-4”) they must be adapted accordingly. Thus, a book chapter titled “An Overview of the may remain unchanged, beneficial particular message or style of media pre- Social Norms Approach” to be published changes can occur within this group (for sentation may be appealing in one com- in L Lederman, L Stewart, F Goodhart example, more drinking 0 or 1 and less munity and not in another. In one setting, and L Laitman: Changing the Culture of drinking 2-4). for example, the word “party” may have a College Drinking: A Socially Situated Evaluations that are theoretically different connotation than in another. In Prevention Campaign, Hampton Press. flawed or use improper measures.

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From the Field continued from page six Thus, our use of a matched convenience requires respect for confidentiality and nature of the Snowball Survey is an sample rather than a random sample caution about sample size. Presenters important strength. Students are very may have led to non-equivalent groups must be well versed in finessing certain engaged in the presentation and partici- and the results should be interpreted discussion points pate in discussion. VCU faculty accordingly. based on charac- “Immediate feedback about demonstrated their satisfaction In each subject area perception was teristics of the by inviting us back the follow- more accurate for the intervention group group. When used misperceptions helps make ing year. One challenge is that than the comparison group. In particular with younger believers out of skeptics. It the SSI does require a trained classes such as presenter who can respond in the intervention group was significantly models honesty and reality more accurate at estimating the number middle and high the moment. It also requires an of sex partners. Results indicated that school groups it for the data collection “n” of 20 or more to be most only 7.2% of freshmen correctly esti- may be preferable process, which requires effective. In summary, the mated 0-1 sex partners before the criti- to ask only per- “Snowball Survey Intervention” respect for confidentiality cal thinking intervention. After exposure ception questions is a fun experience for all to the media campaign and after the crit- and provide the and caution about sample involved. It offers the opportu- behavioral norms nity to hear what students think ical thinking intervention 51.1% of the size.” intervention group held accurate percep- from national or about reality and how they are tions in contrast to the comparison local survey data. responding to social norms mar- group where only 18.6% had accurate Even if schools keting campaigns, and address- perceptions (p<.0005). These findings do not allow behavioral surveying they es common concerns that students may are consistent with our goal of trying to may be comfortable with allowing per- have about them. catalyze perception change while simul- ception questions to be asked. taneously using a broad based social Finally, it is important to pilot the Katherine Vatalaro, MPH is a Health norms marketing campaign. In each of survey and view the responses first to Educator for the Office of Health the other subject areas (smoking, mari- get an idea of what perception gaps Promotion at Virginia Commonwealth juana use, academic rigor, and alcohol exist. For example, academic attitude University. She can be reached at use) a higher percentage of intervention will vary from campus to campus based (804)827-0231 or [email protected] group students were accurate, but these on the culture. It cannot be stated strong- data were not statistically significant. ly enough that you must know your pop- Linda Hancock FNP, PhD is the ulation’s typical response pattern before Adapting the Snowball Assistant Director for the Office of you conduct Snowball Survey interven- Intervention for Use with Health Promotion at Virginia tions. Different Groups Commonwealth University. She can be Immediate feedback about misper- Conclusion reached at 804 28-7815 or ceptions helps make believers out of This theory-based social norms crit- [email protected] skeptics. It models honesty and reality ical thinking intervention is well- for the data collection process, which received by instructors. The interactive

The Report on Social Norms is published by PaperClip Communications. Four working papers, five newsletters and one index are published each year as part of The Report on Social Norms publication. Copyright 2004. No portion of this newsletter may be reproduced without the express written consent of PaperClip Communications, Inc. • 125 Paterson Ave. • Little Falls, NJ 07424 • 866 . 295 . 0505 • fax 973 . 256 . 8088 • www.Paper-Clip.com • www.socialnormslink.com. Editorial Advisory Board: William DeJong, Ph.D., Higher Education Center • Pat Fabiano, Ph.D., Western Washington University • Michael Haines, M.S., National Social Norms Resource Center • Linda Hancock, Ph.D., Virginia Commonwealth University • Koreen Johannessen, M.S.W., University of Arizona • Jason Kilmer, Ph.D., Evergreen College and St. Martin’s College • Jeff Linkenbach, Ed.D., Montana State University • Richard Rice, M.A., National Social Norms Resource Center

Editorial Staff: Alan Berkowitz, Ph.D., Editor Andy McLaughlin, Publisher Joellen Collins-Cardona Julie Phillips

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