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Glynis Shea

Communications Coordinator

Konopka Institute for Best Practices in Adolescent Health

Healthy Youth Development Prevention Research Center

A presentation for

CityMatCH Urban MCH Leadership Conference

Framing Adolescent HealthFraming Adolescent HealthCommunication Strategies for Building Public Will

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Agenda

Goals

Get a taste of framing

Discuss the publics dominant frame

for youth and youth programs Discuss messages, strategies and

techniques for re-framing

Participation required

Evaluation

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Prevention Research Center

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Konopka Institute for Best Practices in Adolescent HealthHealthy Youth Development Prevention Research Center

Konopka Institute

I would liketo leave as a

legacy people

who can work

with youngpeople with

strength,

knowledge,

imagination anddeep caring.

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Its all about theaudience

Positioning

Presence

An advertisers POV

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Communications = telling stories

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PRACTICE: Telling stories

Think about an experience youvehad with youth

Share the story with your neighbor

In 1 minutes or less

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Its all about the audience

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Situation analysis

Communications objective

Build support for adolescents andyouth development programs

Challenges Many hats status and lack of financial

resources for communications

Audience perceptions (frame) restrict

adoption of HYD model

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Communications gurus

Frameworks Institute Strategic Frame Analysis

Cultural Logic

Berkley Media Studies Group

Communications research

Test statements in focus groups

Analyze cognitive patterns through 1:1s

Goals ID dominant frames

Find re-frames that work

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Frames

Handle lots of information -- fast!

Look for cues to connect information to whatyou already know, think and feel

Make mental shortcuts

Simplifying concepts triggered by symbols,pictures, metaphors and messengers -- thegrammar of storytelling.

Once evoked, frames provide the reasoning

necessary to process information and solveproblems.

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Frames & Framing

Frames are organizing principles that are sociallyshared and persistent over time, that worksymbolically and meaningfully structure the socialworld.

Reese, Framing Public Life, 2001

Framing is the way a story is told and the way itcues up the shared and durable cultural modelsthat people use to make sense of the world.

Bales, 2001

What is in your head that

drives how you think and

react

Structuring what you say and how

you say it to best work with what

is already in someones head

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DISCUSS: Name a frame

Frames in the news

sound byte

themes or ideas

that tell you how tothink about theissue or story

Pro life

Pro choice

War on terror

Death tax

Gay marriage

Family values

Big government

Climate crisis

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Implications for communicating

If the facts dont fit the frame, its the factsthat are rejected, not the frame

Challenge: change the lens through whichthey see the information

Be intentional:go beyond presentinginformation and facts

Effective: persuasive,

incorporated

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Framing lessons

Start where they are at?

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DISCUSS: Elephants

What elephant-like phrases,approaches, stories have youencountered specific to our field?

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Framing lessons

Levels of Values

Hierarchy of ideas and issues thattrack and direct thought

Cascading affect creates ability toreframe by changing levels

Level 1 values as re-framing andbridging strategy

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Framing lessons

Level 1 - Big ideas like freedom, justice,community, success, prevention,responsibility, progress, stewardship

Level 2 - Issue types like theenvironment or child care

Level 3 - Specific issues like rain forestsor teen pregnancy prevention

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Framing applied

Level three

Level two

Level one

Youth Development

Success/Future of Community

Teen Pregnancy Prevention

Adolescent healthReproductive health

Personal PrivacyPersonal Responsibility

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Communications research findings

Adolescent Frame

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Adolescent frame

People are absolutely convinced that

teens are dangerous and in danger,

silly and self-absorbed and

corruptedbyconsumerism.

Susan Nall Bales, Frameworks Institute

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Teenager

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Framed

Bostrom Content Analysis, 2001

50% of all youth

news coverage

crime

victimization

accidents

violentjuvenile crime

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Adolescent frame

Adolescents as other

Shares my values most

Older people.. 55

White people. 27

Poor people.. 27

African-American people. 21

Immigrants. 17

Young people under 30 16Rich people 11

People on welfare. 7

Gallup poll cited by Bostrom, 2003

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Apply your expertise here

Adolescent frame

Ecological model

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Adolescent frame

Individual

Owner bootstraps

Personal journey

Limited understanding ofdevelopmental process

Container to be filled withknowledge and values(vs. a material process)

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Adolescent frame

Peers

Teen world

Family

Owns successand failure

Family bubble

Society, Community

Fuzzy on role Environmental

impact minimal

School

Owns learningand economicfuture; undercut

HYD programs

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Youth programs frame

Broad, shallow support

vs. polls

Murky and conflicted on benefits

Education competes

See no lack, no big problem

Over-scheduled media theme skewsperception towards abundance

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DISCUSS: Sound Familiar?

What rings true?

Does it feel right?

What would you add?

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Messaging strategies

Long live healthy youth development

Avoid negative, counterproductiveframes

Frame messages around sharedvalues: future benefit to community

Educate on adolescent development(brain, connections, experiences)

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Messaging Strategies:

Long live healthy youth development

Healthy Youth Development isa frame shift

Away from problem-centrictowards strengths

Recognize impact of ALL areas(Ecological model)

Broadening learning

(Social Emotional Learning) Broadening health

(Being, belong, becoming)

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Dont cue negative frames

Avoid crime/risk prevention messages

Cues negative frame

Minimizes value of programs

Send mom home Avoid at risk segmentation

Replace with all youth

Support parents Include parents!!!!!!!

Science-based?

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Lead with shared values

Benefit to community -- exchange

Community needs healthy, productive,well-rounded young people

Who will be able to give back andsustain the community

OBJECTION:

Youth make contributions,

have value NOW!

Key word

BENEFIT

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Lead with shared values

Adolescents as Us

Envision adolescents and young adultsas our neighbors, voters, taxpayers,employees and employers, soccer

coaches, congregation members, etc.

Therefore a healthy adolescentis one with

the experiences that create/build us

the connections to us they need tobelong

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Educate on adolescent development

Greater understanding ofdevelopmental process createsreceptivity for investment messages

Broaden the health frame to includeneeds central to developmental process

Getting there:2 interconnected messages

Development needs Brain architecture

Adolescent vs. teenager vs. youth

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Development needs

Adolescents have a unique developmentalneed for

Relationships and connections

Positive, healthy experiences

Results Emphasizes the protective value of

connection and HYD

Reframes HYD efforts as centrally importantfor development

Provides a rationale and value for theexperiences offered by HYD efforts

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Brain architecture

Scientific breakthroughs! 14 25

PFC = CEO

Use it or lose it

Talking about the brain is the strongestway to make development a materialprocess

Brain architecture as simplifying model

Creates room for developmentalrequirements met by programs: Experiences, connections

Decision making

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Brain architecture

Concerns Emerging science

Too many variables

Biology is destiny

Cuts both ways

Opportunities

Already on agenda

Effective way tocreate receptivity fordiscussing environmentalconcerns (stress)

When a youth

experiences chronic or

extreme stress, the

brain releases

chemicals that

prevent neurons fromgrowing and forming

connections with

each other thereby

impeding the

development of health

brain architecture.

Be answer ready!

M i St t i

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Brain architecture response

Everybody makes decisions! Not always goodones, not matter what your age. Lots of thingseffect those decisions all the time.

For adolescents, the brains exuberantdevelopment is one of those things.

Whats important is what we do with this info.Knowing what adolescents need, our role is to:

Offer tangible support for decision making:

Provide the information they need

Be there to help them work through the pros/cons andimplications of their decisions.

Give them safe ways to practice/experience it

After all, you cant learn something unless you practiceit. And wouldnt you rather they practice on somethingrelatively safe like the color of their hair, versusborrowing a car?

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DISCUSS: The brain debate

Concerns? Clarifications?

Question:

How should we as the youth-serving

community handle this message? Vote: scale of 1-10

10 = Use it 1 = Avoid it

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Messaging strategy summary

Level three Link developmental need to HYD effort

Level one Establish adolescents as us

Level twoShare an adolescent development fact

Story outline

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Tactics

Effective Spokespeople Researchers/Scientists

Elders

Hardworking Images

Include adults!

In community - active, engaged

Express shared values

Establish situation Dont assume audience knows

about cut-backs, limits, etc.

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Tactics:

Naming

Minnesota Out of School Time Partnership

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Tactics:

Press questions

We hear a lot in the news media about thecritical hours between 3 and 6 when most

juvenile crime takes place. Is that true? Willthese programs lessen crime in ourcommunities?

Studies show that the hours between 3 and6, when children are unsupervised untiltheir parents return from work, are the

primetime hours for juvenile crime.Supervised programs can keep kids safeand out of trouble.

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Tactics:

Press questions

We hear a lot in the news media about the critical hoursbetween 3 and 6 when most juvenile crime takes place.Is that true? Will these programs lessen crime in ourcommunities?

Strong, healthy communities dependon engaged, committed citizens. Whenyoung people become engaged in thecommunity -- through volunteer work,or teams and clubs -- they grow up tobecome adults who are committed,

engaged citizens which builds strongcommunities for the long-term.

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Tactics:

Print products

What does this photo

communicate?

Kids are cute.

Lotsa kinds of kids

Kids doing

What frame do we give

our program?

Its all about us

Otherwise empty

buildings

Safe haven

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Tactics:

Print products

What does this photo

communicate?

IN community

Shared values

With adults

What frame do we give

our program?

All about youth &

community

Big 3 points

Benefits all

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Beyond tactics

advocate

grass roots mobilization

SELL

promote

campaign

persuade

argue

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Tell a story

Be intentional! Use stories to: Gossip success

Share your views with the people youknow and meet

Take advantage of teachable moments

Ask people to do something

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When to tell a story

Media opportunities Leverage headlines

Give news context

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When to tell a story

Conversational opportunities Purple hair

Taking risks

Youth involvement

Understandingconsequences

Identity

Decision

Making

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How to tell a story

Tap into your passion

Tell a story that includes

adolescents as us

healthy development requires opportunities for positive experiences

a chance to experience and buildconnections to community

(relationships)

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PRACTICE: Telling stories

Tell the story(or re-tell the story)+ developmental fact Story material:

Accomplishments

Celebrations A challenge

overcome

Surprise!

That was me

Witnessed

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Who should tell a story

We are the medium

Culture change

Make more messengers

Your friends and family Your co-workers

Your patients and their families

Community partners Everyone you meet

G

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Go tell this story

Briefing outline

Sell youth development: Story outline

Frameworks

Messaging notes Resources

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Thank you

Resources www www.frameworksinstitute.org

www.youthcommunityconnections.org/resources/FWIresearch.htm

Glynis Shea

612-624-3772

[email protected]

B3 GShea

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