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PRSRT STD STRATEGIES PREVENTION NORMS SOCIAL U.S. Postage PAID prevention Sacramento, CA Permit No. 2840 Tactics By Stephen Hahn-Smith Ph.D. Center for Applied Research Solutions and Fred Springer Ph.D. 771 Oak Ave. Parkway, Suite 2 SOCIAL NORMS THEORY Folsom, CA 95630 Introduction the underlying theory of social norms Social norms prevention strategies are an based prevention strategies, research that prevention environmental strategy that has both a has documented common misperceptions Tactics and a scientific appeal. The on alcohol and drug use, a case study of underlying that support social norms a successful social norms program at a prevention strategies are straightforward. college campus, guidelines for success- ful application of social norms strategies, Resources and Research Let’s Hear From You! • Individual behavior is influenced by and various resources that can be used http://www.edc.org/hec/socialnorms/theory/ We welcome readers’ comments of what people accept to implement a social norms program. appendix.html on topics presented. and expect, and how they behave. Call us at 916.983.9506, Social Norms Theory References: • Individual perceptions of what others fax us at 916.983.5738 As outlined above, social norms theory Berkowitz, AD (2004). An Overview of the Social Norms accept, expect and do with respect to or send an email to posits that individual behavior is influenced Approach. To be published as Chapter 13 in L Lederman, L substance use and other potentially Interventions Successful Designing • Misperceptions • Theory by oftentimes incorrect perceptions of Stewart, F Goodhart and L Laitman: Changing the of [email protected] harmful behaviors are often inaccurate. how other members of our social groups College Drinking: A Socially Situated Prevention Campaign, We often assume that others are more Hampton Press. Referenced at http://www.alanberkowitz.com/ think and act (Berkowitz, 2004). Research Additional copies of this publication accepting of negative behaviors than articles/social_norms_short.pdf. has shown that individuals, especially are available upon request or online they actually are; and that they engage at: www.ca-cpi.org adolescents and young adults, frequently Berkowitz, AD (1997) From Reactive to Proactive Prevention: in more negative behaviors than they overestimate the permissiveness of peer Promoting an Ecology of Health on Campus. In P. Clayton actually do. Rivers and Elise R. Shore (Eds) Substance on Campus: attitudes or behavior with respect to alco- • Correcting these misperceptions will A Handbook for College and University Personnel. Westport, hol, drug use, and other problem behav- CT: Greenwood Press. strengthen individual feelings that their iors. Conversely, individuals frequently prevention desire to resist negative behaviors is underestimate the prevalence of healthy Berkowitz, AD & Perkins, HW (1986). Problem Drinking Among is published periodically in normal – shared by the majority attitudes and behaviors (Perkins, Meilman, College Students: A Review of Recent Research. Journal of Tactics by CARS under its Prevention of other people. This will Leichliter, Cashin, & Presley, 1999; Perkins American College Health, 35:21-28. Institute contract with the California increase the feeling of social support & Wechsler, 1996). This discourages indi- Department of Alcohol and Drug Programs for positive behaviors, and increase the Borsari, BB & Carey, KB (2003). Descriptive and Injunctive viduals from engaging in those positive (DADP). The purpose of this publication is prevalence of those positive behaviors. Norms in College Drinking: A Meta-Analytic Integration. to help practitioners in the prevention field behaviors. These misperceptions extend Journal of Studies on Alcohol, 64:331-341. stay abreast of best practices emerging to a broad array of attitudes and behav- from current research and to provide prac- There is solid theory behind the strate- iors, including alcohol and drug use, Perkins, HW & Craig, DW (2002). A Multifaceted Social Norms tical tools and resources for implementing gies, research has demonstrated that tobacco use, risky sexual behavior, sexual Approach to Reduce High-Risk Drinking: Lessons from Hobart proven strategies. and William Smith Colleges. Higher Center for the theory is sound, and evaluation has assault, , academic climate, The or strategies highlighted documented the practices and circumstanc- disordered eating and body image dis- Alcohol and Other Drug Prevention in Prevention Tactics do not constitute an endorsement by DADP, nor are the ideas es that support reductions in substance tortion, and (Berkowitz, 2004). Perkins HW, Meilman P, Leichliter JS, Cashin JR, and opinions expressed herein those of use through a . Presley C. Misperceptions of the norms for the frequency DADP or its staff. This Tactics edition focuses on the Peer influences, as measured by percep- of alcohol and other drug use on college campuses. Journal social norms approach to prevention of tions of peer behaviors or attitudes, are of American College Health. 47: 253–258, 1999. © 2005 by Community Prevention Institute (CPI) Permission to reproduce is granted, provided alcohol and drug abuse. We will explore consistently among those factors most credit is given. Perkins HW, Wechsler H. Variation in perceived college drinking highly associated with individual beliefs and norms and its impact on : A nationwide study. Edition 8:9 prevention 8:9 (2005) behaviors (Berkowitz & Perkins, 1986). Journal of Drug Issues. 26: 961–974, 1996. Author: Stephen Haun-Smith Tactics These associations are typically stron- and Fred Springer ger than those for many other recog- Designer: Studio C Tactics (tak´tiks) n. 1. a plan for promoting a desired end. 2. the art of the possible. nized risk and protective factors, includ- 6 1 ing , culture, community, teachers, Types of Misperceptions 3. Electronic media included screen implemented, there were considerable , and a person’s biology and One of the contributions that research- savers placed on all student-accessed, changes in perceptions and behaviors: personality. While it is difficult to prove ers have made to social norms theory college owned computers with social that perceptions of peer and behav- is the identification of different types norms messages; an interactive, multi- • At pre-test, students perceived 70 ior have a causal influence on individual of misperception. Understanding the media computer program called percent of other students were attitudes and behavior, there are indications type of misperception applicable to a “Campus ,” which gave the heavy drinkers (5 or more drinks in that the influence of these perceptions is specific population to be served in a campus community access to a database a row). After the intervention, this more real than for other frequently cited risk program is an important guide to develop- of information, video clips, and online number decreased to 55 percent, a and protective factors. For example, research ing effective social norms interventions. discussions related to alcohol and other 21 percent decline. has clearly demonstrated that intervention- Three important types of intervention in the drug use as well as other topics; and a • At pre-test, students perceived 14 produced change in attitudes does not lead prevention field are: 1) , project website (http://alcohol.hws.edu) percent of the student population to changes in behavior, even though pre- 2) false consensus, and 3) false uniqueness. to provide general information on were abstainers. After the intervention, intervention attitudes are associated with alcohol and other drugs, the social norms students perceived that 23 percent of behavior (SAMHSA/ CSAP, 2002). Studies of Pluralistic Ignorance is the most approach, project activities, and findings. fellow students were abstainers. social norms interventions, however, have common misperception and occurs 4. Curriculum development activities • Reported actual drinking decreased demonstrated that changed perceptions when a majority of individuals falsely included a of faculty regarding the as well. The reported actual average about social norms have been accompa- assume that most of their peers behave current AOD related content in curricula, drinks at a party or bar was 5.1 at nied by changes in substance use behavior or think differently when in fact they are the purchase of books and videos for pre-test and 4.4 at post-test, a (Berkowitz, 1997; Borsari & Carey, 2003. similar. For example, most students drink the campus library, the enhancement of 14 percent decrease. moderately or not at all, yet they incorrectly a model interdisciplinary course on In summary, the central tenet of social norms assume that other students drink more than alcohol use and abuse, and the delivery After five years: theory is that correcting misperceptions themselves. The effect is that their behav- of educational workshops for faculty • 41 percent increase in the number of is likely to result in decreased problem ior might shift to more drinking because and for student-teachers to facilitate students who correctly perceived the behavior and increased prevalence of healthy they perceive this to be the . Social discussion of AOD issues and social campus drinking norm as moderate behaviors. Extensive research has shown norms interventions correct pluralistic norms with their students. that peer influences are based more on what • 39 percent decrease in the number of ignorance by informing the majority that their 5. Co-curricular activities included we think our peers believe and do (i.e., the students who incorrectly perceived behavior is actually more shared than they campus lectures, staff development, perceived norm) than on their real their peers to be permissive of previously thought. Values of moderation and other co-curricular activities to beliefs and actions (i.e., the actual norm). high-risk drinking are upheld by that moderation influence campus norms regarding By presenting information that is correct and is indeed the norm. An ad campaign by alcohol use. The goals of these offerings accurate about peer group norms in a believ- the Hobart and William Smith Colleges were to expand the conversations about The Hobart and William Smith Colleges able fashion, the mythology of the perceived Alcohol Education Project (the HWS Project, alcohol and community norms. project is a strong example of the norm is abandoned and the healthier actual described later in this edition) stated success that can be achieved through norm is adopted. Ultimately, this leads several to dispel pluralistic ignorance: a comprehensive and sustained social to more healthy attitudes and behaviors. The results of the HWG project revealed strong of program success. Post- norms intervention. Successes like this False consensus is the incorrect that implementation surveys indicated a high confirm the of well-implemented others are like oneself when they are degree of exposure and recall of the print social norms strategies for ameliorating not. For example, heavy drinkers may media as well as the messages contained serious problems such as Three types of misperceptions concerning think that most other students are heavy in the electronic media. Almost two-thirds college age binge drinking. Social norms social norms are: drinkers when this is not true. The false of students had used the interactive media strategies are a valuable evidence-based consensus misperception helps an indi- 1) Pluralistic Ignorance, program. After only one year of the tool for achieving prevention outcomes. vidual deny that his or her attitudes social norms prevention strategy was 2) False Consensus, and or behavior are problematic or unusual. 3) False Uniqueness. The exaggerated drinking norm, which is

2 5 specifically screening intervention A Healthy Dose of : participants for substance use or - The majority of students in 1999 factors that put them at risk for reported never cigarettes substance abuse. By definition, this means - Students most typically report drinking that the intervention will be relevant to alcohol once a week or less a broad spectrum of individuals. From - Among athletes, 87% never miss or a social norms perspective, pluralistic perform poorly in an athletic contest ignorance, or the over-estimation of peer due to drinking substance use, is the most likely social norms misperception to drive these interventions. False uniqueness misper- totally out of line with reality, is used to justify ceptions may also be relevant to social abusive drinking or drug use. Extensive norms intervention messages because research has shown this with heavy non-users may assume that they are drinkers, drug users, smokers, and in socially isolated when they assume that many other areas (Berkowitz, 2004). their peers are overwhelmingly users. False uniqueness occurs when individu- Selective intervention is directed at als exaggerate the difference between their an at-risk group in which members own behavior and the behavior of others. risk factors or circumstances False uniqueness, like false consensus, is a that put them at risk for alcohol or drug misperception about the differences between abuse problems. For this population, all oneself and others. Abstainers, for example, forms of misperception may be relevant. may assume that they are “unique” in their Emphasizing that people who share their behavior and withdraw, feel isolated, or circumstance are not alcohol and drug users experience unwarranted questioning of can make pluralistic ignorance and false their own position. Increasing their under- uniqueness misperceptions directly relevant standing that “they are not alone” can help to selective groups. Indicated prevention them maintain their positive behaviors interventions are directed at individuals with respect to alcohol and drug use. who already are experiencing alcohol or drug use problems. For these intervention These three misperception types can participants messages designed to address all provide a conceptual basis for the false consensus misperceptions will rein- application of prevention interventions force just how aberrant their behavior is. based on social norms theory. However, as demonstrated below, these interventions must Delivery methods for universal popu- be designed to match the misperceptions lations frequently involve broad addressed with the types of misper- dissemination “public relations” methods ception most likely to influence the particular such as media or posters population being targeted in the intervention. and messages in schools or other high traffic spots. Messages to selective and Designing Successful Interventions indicated populations will be focused using the Social Norms Approach more directly on participating youth. Social norms theory can be used to In addition to these basic guides concerning develop interventions that focus on the three relevant misperceptions, there are many levels of prevention: universal, selective, and other considerations in determining the pre- indicated. Universal intervention is directed cise design of a social norms intervention. at all members of a population without 3 Berkowitz (2003) outlines key questions to ask in order also key to monitoring outcomes of the for the social norms model to be applied effectively: intervention. JUST ASK…and MEASURE! Answers to these questions help guide the exact content and delivery of the social norms message. Case Study: Hobart and William Smith Colleges A campus-wide survey at Hobart and William Smith Colleges in 1995 found • What exact misperceptions exist with respect that 89 percent of students typically to the attitude or behavior in question? drank alcohol during the average week • Are there over or under-estimations of attitudes and that 55 percent of students were and/or behavior? frequent heavy drinkers often drink- • What is the meaning and function of ing five or more drinks in a row; Perkins misperceptions for individuals and groups? & Craig, 2002. To address this serious alcohol use problem, the Hobart and • Do the majority of individuals in a group or William Smith Colleges Alcohol Education community hold these misperceptions? Project (the HWS Project) began in the late • Does the target group function as a group fall of 1996. The project was designed to test with respect to the behavior in question? the social norms approach on the campus. That is, are the group norms “salient,” and are the individuals in the group an influence on The goal was to see if communicating each other’s behavior? accurate norms about actual student • What is the hypothesized effect of these drinking behavior could produce sub- misperceptions? stantial positive effects on alcohol use. • What changes are predicted if protective The project’s strategy was to initiate a behaviors that already exist in the population comprehensive social norms campaign are supported and increased? combining essential elements for a social norms approach (Perkins & Craig, 2002). 1. Baseline Data on alcohol use and perceived norms was collected to establish pre-intervention perceptions and to guide the interven- Besides the alcohol or drug use patterns of the affected tion design. These data established individuals, important cultural and social factors such that Hobart and Smith students as ethnicity, language, and religion should be taken perceived alcohol use and binge into consideration when planning an intervention drinking to be even more prevalent strategy. For instance, knowledge about the of than they actually were. family or -based in various communi- ties would be important in tailoring effective messages. 2. Traditional print media featured messages about actual attitudes and Some of these questions can be addressed directly by drinking patterns on campus, which surveying a sample in the population or by conduct- were far more moderate than actual ing focus groups to look for trends and patterns. student perceptions of peer attitudes Community leaders, student representatives, teachers, and behaviors concerning alcohol. and parents can help as key informants to help uncover For example, one printed poster an initial foundation for beginning an implementation stated that one-third of all HWS plan. In the beginning, it is critical to form the begin- students consumed three-fourths of nings of a baseline measurement process. This is not all alcohol consumed on campus, only key to designing an effective intervention, but demonstrating that heavy drinking involved a minority of students. 4 ing family, culture, community, teachers, Types of Misperceptions 3. Electronic media included screen implemented, there were considerable religion, and a person’s biology and One of the contributions that research- savers placed on all student-accessed, changes in perceptions and behaviors: personality. While it is difficult to prove ers have made to social norms theory college owned computers with social that perceptions of peer attitude and behav- is the identification of different types norms messages; an interactive, multi- • At pre-test, students perceived 70 ior have a causal influence on individual of misperception. Understanding the media computer program called percent of other students were attitudes and behavior, there are indications type of misperception applicable to a “Campus Factoids,” which gave the heavy drinkers (5 or more drinks in that the influence of these perceptions is specific population to be served in a campus community access to a database a row). After the intervention, this more real than for other frequently cited risk program is an important guide to develop- of information, video clips, and online number decreased to 55 percent, a and protective factors. For example, research ing effective social norms interventions. discussions related to alcohol and other 21 percent decline. has clearly demonstrated that intervention- Three important types of intervention in the drug use as well as other topics; and a • At pre-test, students perceived 14 produced change in attitudes does not lead prevention field are: 1) pluralistic ignorance, project website (http://alcohol.hws.edu) percent of the student population to changes in behavior, even though pre- 2) false consensus, and 3) false uniqueness. to provide general information on were abstainers. After the intervention, intervention attitudes are associated with alcohol and other drugs, the social norms students perceived that 23 percent of behavior (SAMHSA/ CSAP, 2002). Studies of Pluralistic Ignorance is the most approach, project activities, and findings. fellow students were abstainers. social norms interventions, however, have common misperception and occurs 4. Curriculum development activities • Reported actual drinking decreased demonstrated that changed perceptions when a majority of individuals falsely included a survey of faculty regarding the as well. The reported actual average about social norms have been accompa- assume that most of their peers behave current AOD related content in curricula, drinks at a party or bar was 5.1 at nied by changes in substance use behavior or think differently when in fact they are the purchase of books and videos for pre-test and 4.4 at post-test, a (Berkowitz, 1997; Borsari & Carey, 2003. similar. For example, most students drink the campus library, the enhancement of 14 percent decrease. moderately or not at all, yet they incorrectly a model interdisciplinary course on In summary, the central tenet of social norms assume that other students drink more than alcohol use and abuse, and the delivery After five years: theory is that correcting misperceptions themselves. The effect is that their behav- of educational workshops for faculty • 41 percent increase in the number of is likely to result in decreased problem ior might shift to more drinking because and for student-teachers to facilitate students who correctly perceived the behavior and increased prevalence of healthy they perceive this to be the norm. Social discussion of AOD issues and social campus drinking norm as moderate behaviors. Extensive research has shown norms interventions correct pluralistic norms with their students. that peer influences are based more on what • 39 percent decrease in the number of ignorance by informing the majority that their 5. Co-curricular activities included we think our peers believe and do (i.e., the students who incorrectly perceived behavior is actually more shared than they campus lectures, staff development, perceived norm) than on their real their peers to be permissive of previously thought. Values of moderation and other co-curricular activities to beliefs and actions (i.e., the actual norm). high-risk drinking are upheld by knowledge that moderation influence campus norms regarding By presenting information that is correct and is indeed the norm. An ad campaign by alcohol use. The goals of these offerings accurate about peer group norms in a believ- the Hobart and William Smith Colleges were to expand the conversations about The Hobart and William Smith Colleges able fashion, the mythology of the perceived Alcohol Education Project (the HWS Project, alcohol and community norms. project is a strong example of the norm is abandoned and the healthier actual described later in this edition) stated success that can be achieved through norm is adopted. Ultimately, this leads several facts to dispel pluralistic ignorance: a comprehensive and sustained social to more healthy attitudes and behaviors. The results of the HWG project revealed strong evidence of program success. Post- norms intervention. Successes like this False consensus is the incorrect belief that implementation surveys indicated a high confirm the value of well-implemented others are like oneself when they are degree of exposure and recall of the print social norms strategies for ameliorating not. For example, heavy drinkers may media as well as the messages contained serious substance abuse problems such as Three types of misperceptions concerning think that most other students are heavy in the electronic media. Almost two-thirds college age binge drinking. Social norms social norms are: drinkers when this is not true. The false of students had used the interactive media strategies are a valuable evidence-based consensus misperception helps an indi- 1) Pluralistic Ignorance, program. After only one year of the tool for achieving prevention outcomes. vidual deny that his or her attitudes social norms prevention strategy was 2) False Consensus, and or behavior are problematic or unusual. 3) False Uniqueness. The exaggerated drinking norm, which is

2 5 PRSRT STD STRATEGIES PREVENTION NORMS SOCIAL U.S. Postage PAID prevention Sacramento, CA Permit No. 2840 Tactics By Stephen Hahn-Smith Ph.D. Center for Applied Research Solutions and Fred Springer Ph.D. 771 Oak Ave. Parkway, Suite 2 SOCIAL NORMS THEORY Folsom, CA 95630 Introduction the underlying theory of social norms Social norms prevention strategies are an based prevention strategies, research that prevention environmental strategy that has both a has documented common misperceptions Tactics common sense and a scientific appeal. The on alcohol and drug use, a case study of underlying ideas that support social norms a successful social norms program at a prevention strategies are straightforward. college campus, guidelines for success- ful application of social norms strategies, Resources and Research Let’s Hear From You! • Individual behavior is influenced by and various resources that can be used http://www.edc.org/hec/socialnorms/theory/ We welcome readers’ comments perceptions of what other people accept to implement a social norms program. appendix.html on topics presented. and expect, and how they behave. Call us at 916.983.8929, Social Norms Theory References: • Individual perceptions of what others fax us at 916.983.5738 As outlined above, social norms theory Berkowitz, AD (2004). An Overview of the Social Norms accept, expect and do with respect to or send an email to posits that individual behavior is influenced Approach. To be published as Chapter 13 in L Lederman, L substance use and other potentially Interventions Successful Designing • Misperceptions • Theory by oftentimes incorrect perceptions of Stewart, F Goodhart and L Laitman: Changing of [email protected] harmful behaviors are often inaccurate. how other members of our social groups College Drinking: A Socially Situated Prevention Campaign, We often assume that others are more Hampton Press. Referenced at http://www.alanberkowitz.com/ think and act (Berkowitz, 2004). Research Additional copies of this publication accepting of negative behaviors than articles/social_norms_short.pdf. has shown that individuals, especially are available upon request or online they actually are; and that they engage at: www.ca-cpi.org adolescents and young adults, frequently Berkowitz, AD (1997) From Reactive to Proactive Prevention: in more negative behaviors than they overestimate the permissiveness of peer Promoting an Ecology of Health on Campus. In P. Clayton actually do. Rivers and Elise R. Shore (Eds) Substance Abuse on Campus: attitudes or behavior with respect to alco- • Correcting these misperceptions will A Handbook for College and University Personnel. Westport, hol, drug use, and other problem behav- CT: Greenwood Press. strengthen individual feelings that their iors. Conversely, individuals frequently prevention desire to resist negative behaviors is underestimate the prevalence of healthy Berkowitz, AD & Perkins, HW (1986). Problem Drinking Among is published periodically in fact normal – shared by the majority attitudes and behaviors (Perkins, Meilman, College Students: A Review of Recent Research. Journal of Tactics by CARS under its Community Prevention of other people. This perception will Leichliter, Cashin, & Presley, 1999; Perkins American College Health, 35:21-28. Institute contract with the California increase the feeling of social support & Wechsler, 1996). This discourages indi- Department of Alcohol and Drug Programs for positive behaviors, and increase the Borsari, BB & Carey, KB (2003). Descriptive and Injunctive viduals from engaging in those positive (DADP). The purpose of this publication is prevalence of those positive behaviors. Norms in College Drinking: A Meta-Analytic Integration. to help practitioners in the prevention field behaviors. These misperceptions extend Journal of Studies on Alcohol, 64:331-341. stay abreast of best practices emerging to a broad array of attitudes and behav- from current research and to provide prac- There is solid theory behind the strate- iors, including alcohol and drug use, Perkins, HW & Craig, DW (2002). A Multifaceted Social Norms tical tools and resources for implementing gies, research has demonstrated that tobacco use, risky sexual behavior, sexual Approach to Reduce High-Risk Drinking: Lessons from Hobart proven strategies. and William Smith Colleges. Higher Education Center for the theory is sound, and evaluation has assault, homophobia, academic climate, The information or strategies highlighted documented the practices and circumstanc- disordered eating and body image dis- Alcohol and Other Drug Prevention in Prevention Tactics do not constitute an endorsement by DADP, nor are the ideas es that support reductions in substance tortion, and prejudices (Berkowitz, 2004). Perkins HW, Meilman P, Leichliter JS, Cashin JR, and opinions expressed herein those of use through a social norms approach. Presley C. Misperceptions of the norms for the frequency DADP or its staff. This Tactics edition focuses on the Peer influences, as measured by percep- of alcohol and other drug use on college campuses. Journal social norms approach to prevention of tions of peer behaviors or attitudes, are of American College Health. 47: 253–258, 1999. © 2005 by Community Prevention Institute (CPI) Permission to reproduce is granted, provided alcohol and drug abuse. We will explore consistently among those factors most credit is given. Perkins HW, Wechsler H. Variation in perceived college drinking highly associated with individual beliefs and norms and its impact on alcohol abuse: A nationwide study. Edition 8:9 prevention 8:9 (2005) behaviors (Berkowitz & Perkins, 1986). Journal of Drug Issues. 26: 961–974, 1996. Author: Stephen Hahn-Smith Ph.D. Tactics These associations are typically stron- and Fred Springer ger than those for many other recog- Designer: Studio C Tactics (tak´tiks) n. 1. a plan for promoting a desired end. 2. the art of the possible. nized risk and protective factors, includ- 6 1