Professional Documents
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Attitudes: Putting Theory Into Practice: WWW - Yorku.ca/gegold/hp
Attitudes: Putting Theory Into Practice: WWW - Yorku.ca/gegold/hp
ca/gegold/hp
Isolation of groups
More differences evolve Increasing levels of misconceptions
Attitudes
Thoughts
(intellect)
(emotions)
Feelings
+ +
(behavior)
Actions
Concept of spread
THOUGHTS Devices for Overcoming Stereotypes Indexing: Actively remembering differences within a category. Dating: Actively remembering things and people constantly change.
Leprosy (the unclean) in the past? Obesity HIV/AIDS Lung Cancer Diabetes Heart Disease psychological conditions e.g. depression/anxiety, Psychosomatic illnesses Etc.
Genetic and physiological dispositions Behaviour Social factors Cultural factors Economic factors Environmental factors Etc. (e.g. in HIV/AIDS among very young females in Saskatchewan or in poor 3rd world countries.)
ACTIONS
Rejection
Social Interaction
(casual, jigsaw technique, small mixed groups, etc.)
Acceptance Stage 1: Fictional acceptance Stage 2: Breaking though Stage 3: Normalization of Relationship
Changing Behaviour
The modern multifaceted approach.
Traditional Approaches
Laws and Organizational Rules (They do work)
Educational Motivational Appeals (can result in new awareness and new skills)
Traditional Approaches
BUT BOTH TRADITIONAL APPROACHES TELL WHAT TO DO. THEREFORE GET REACTANCE (i.e.) THE BEHAVIOR SEEN AS BEING RAMMED DOWN THROATS)
Educational/Motivational Appeals
PRESENT STRATEGIES:
LAW BASED
attention to social consensus done in conjunction to strategies below used as a component of larger programs use multifaceted approach (more than mass media) i.e. includes schools, workplace community organizations, etc. linking target behaviour (e.g. safety behaviour) to existing needs, interests, etc. linking onto what the target group is willing to do
EDUCATIONAL/MOTIVATIONAL APPEALS
SOCIAL MARKETING
PERSONAL PARTICIPATION
workplace and community groups and organizations used to deliver and institutionalize programs need to design programs to help the organizations/agents achieve their mandate need to assist in development of community groups (e.g. spouses of miners, MADD, SADD, etc.
SOCIAL MARKETING
1) STUDY THE TARGET GROUP social demographic factors (e.g. age marital status) needs, interests, goals values etc. lifestyle, friends, how they spend their time etc. specific perceptions of (e.g. risk, accidents safety programs, safety organizations, using personal protective equipment) global perceptions of the organization, their role in the organization, safety policy, J.H.S.C. etc. style of speech (how they describe their environment, organization, themselves etc.)
SOCIAL MARKETING
2) SEGMENT AND DEFINE THE TARGET GROUP 3) DEVELOP PROGRAMS WHICH LINK TO ABOVE 4) PRESENT PROGRAMS AS LINKED TO ABOVE (e.g. Safety behaviour presented as a means to their existing goals, interests, values etc.)
PERSONAL PARTICIPATION
Requires:
free choice minimal external justification knowledge of what persons will do. discussion over lecture foot-in-door (e.g. small favours) public commitment (e.g. lip service, buttons, public support) labelling reverse modelling (e.g. teaching safety to the new workers) legitimizing small contributions (e.g. helping behaviours) social comparisons (e.g. utility companies)
Techniques:
establish locally driven programs which become institutionalized so influence is perpetual without external help.
NEED TO: ID. groups/agents that influence target group ID. the mandate, needs, interest etc, of influence groups/agents design programs which promote these interests and help them achieve their mandate help evaluate and develop programs into valued independent institutions help formulate key groups (e.g. spouses of miners, MADD, SADD)
PLANS
STEP 1: GET SOCIAL DEMOGRAPHIC DATA
(e.g. age, marital status, group memberships) USE INFORMATION FROM: human resources organizational chart census health and safety people Systematic observations from various locations Interviews with people
PLANS
STEP 2: CONDUCT FOCUS GROUPS TO:
Plans
STEP 2 continued:
specific perceptions of target behaviour (e.g. safety) such as risks, accidents, existing programs, incentive systems, what stimulates safety, what competes with safety, what would influence them regarding safety values goals such as what are valued activities on and off the job and what are valued consequences
Needs
lifestyle such as how do they spend time what groups do they join
PLANS
STEP 3: DEVELOPS SURVEY:
PLANS
STEP 5: REGULAR EVALUATIONS e.g. every 6 months for 3 years use appropriate indices of success (e.g. accident rates, perceptions, attitudes, safety awareness, skills, reporting of incidences. STEP 6: INSTITUTIONALIZATION OF PROGRAMS
B
Behaviour (actions)
C
Consequences (rewards/punishments) e.g. you get and eat the pizza
Overview of steps
FOUR ENVIRONMENTS:
PHYSICAL
TASK ORGANIZATIONAL SOCIAL-CULTURAL
Clearly define overt behaviors (not personality traits) by pondering the past or closely observing future behavior (specific examples)
Focus on clearly defined overt behavior--Not personality traits (I dont have the strength.) Vague statements about traits need be translated into precise descriptions of specific target behaviors. To identify target behaviors need to ponder past behavior or closely observe future behavior and list specific examples or responses that lead to the trait description (e.g. I dont have the strength refers tonot resisting rich deserts after big meal, not holding back from having the second helping of spaghetti.)
3.
3.
Select strategies to increase response strength selecting effective reinforcers arranging the contingencies Select strategies to decrease response strength reinforcement control of antecedents punishment
Enforce contingencies that you have carefully planned Accurately record the frequency of your target behavior Can make up a behavioral contract or have others hand out reinforcers or punishments