Entertainment-Education and Social Change: An Analysis of Parasocial Interaction, Social Learning, Collective Efficacy, and Paradoxical Communication

Papa, Michael J; Singhal, Arvind; Law, Sweety; Pant, Saumya; Sood, Suruchi; Rogers, Everett M.; Shefner‐Rogers, Corinne L.

doi:10.1111/j.1460-2466.2000.tb02862.x

Cited by 176 publications

(72 citation statements)

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“…EE has been defined as “the process of purposely designing and implementing a media message to both entertain and educate, in order to increase audience members’ knowledge about an educational issue” (Singhal & Rogers, 2004, p. 5). The designs of EE interventions differ widely, from bi-weekly television soap operas (Papa et al, 2000) to one-time video interventions lasting less than ten minutes (e.g., Chiasson et al, 2009; Love, Mouttapa, & Tanjasiri, 2009; Will, Sabo, & Porter, 2009). They also greatly differ in regards to their subject matter, from sexually transmitted infection awareness (Downs et al, 2004), to breast cancer awareness and screenings (Borrayo, 2004; Jibaya et al, 2000), to the use of booster seats for children (Will et al, 2009).…”

Section: Interventionmentioning

confidence: 99%

Piloting Lead with Love: A Film-Based Intervention to Improve Parents’ Responses to Their Lesbian, Gay, and Bisexual Children

et al. 2013

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Lesbian, gay, and bisexual youth are at increased risk for a variety of poor health outcomes, relative to their heterosexual counterparts, and recent research implicates family responses to a child’s sexual orientation as an important predictor of these health difficulties. Lead with Love is a 35-minute documentary-style preventive intervention created to improve parents’ behaviors toward their lesbian, gay, and bisexual (LGB) children, by providing parents with support, information, and concrete behavioral guidance. The film was made available free online, and was promoted widely with a multi-media marketing campaign. In this paper we describe the theoretical and empirical rationale for the intervention, and report findings from pilot data collected in the first year after the film’s release. Specifically, we gathered data to examine the feasibility of reaching parents of LGB youth with this intervention, to determine whether it was acceptable, and to provide preliminary indicators of its potential efficacy. In the first 12 months after launch, 10,949 individuals viewed the film online. The film successfully reached parents of LGB youth (n = 1,865), including the hardest to reach parents: 21% had only learned about their child’s sexual orientation in the past month, 36% reported having an LGB child was “very” or “extremely” hard for them, and 86% had never obtained any other formal support for having an LGB child. Parents who completed a follow-up assessment immediately after the film reported significant pre- to post-film increases in self-efficacy for parenting an LGB child.

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Section: Interventionmentioning

confidence: 99%

Piloting Lead with Love: A Film-Based Intervention to Improve Parents’ Responses to Their Lesbian, Gay, and Bisexual Children

et al. 2013

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“…Evidence supporting the involvement of parents in Relationship and Sexuality Education has become increasingly common since then 69 and, in recent times, studies 61,68,70 have demonstrated the importance of embracing such modalities as engaging adjuncts to school-based education.…”

Section: Evidence Supporting the Use Of Skills-building Componentsmentioning

confidence: 99%

“…This electronic communication approach was successfully piloted in the feasibility study. Recent studies 68,69,148 demonstrate the importance of embracing such 'education entertainment' modalities as engaging adjuncts to school-based education. This refinement has been funded by the Health and Social Care Research and Development Office of Northern Ireland (HSC R&D).…”

Section: Secondary Objectivesmentioning

confidence: 99%

“…The primary purpose of these three short films is to inform parents/guardians of the resource being used in the classroom and the homework activity, and to guide them with information about the importance of communicating with their child about teenage pregnancy and sexual health, and hints and tips for doing so. Recent studies 68,69 demonstrate the importance of embracing such 'education entertainment' modalities as engaging adjuncts to school-based education. This refinement has been funded by the HSC R&D. It was completed in 2016 and will be tested in the main trial.…”

Section: Involving Parents Through Schools In Relation To Relationshimentioning

confidence: 99%

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Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland

et al. 2017

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BackgroundAdolescent men have a vital yet neglected role in reducing unintended teenage pregnancy (UTP). There is a need for gender-sensitive educational interventions.ObjectivesTo determine the value and feasibility of conducting an effectiveness trial of theIf I Were JackRelationship and Sexuality Education (RSE) intervention in a convenience quota sample of post-primary schools in Northern Ireland. Secondary objectives were to assess acceptability to schools, pupils (male/female, aged 14–15 years) and parents/guardians; to identify optimal delivery structures and systems; to establish participation rates and reach, including equality of engagement of different socioeconomic and religious types; to assess trial recruitment and retention rates; to assess variation in normal RSE practice; to refine survey instruments; to assess differences in outcomes for male and female pupils; to identify potential effect sizes that might be detected in an effectiveness trial and estimate appropriate sample size for that trial; and to identify costs of delivery and pilot methods for assessing cost-effectiveness.DesignCluster randomised Phase II feasibility trial with an embedded process and economic evaluation.InterventionA teacher-delivered classroom-based RSE resource – an interactive video drama (IVD) with classroom materials, teacher training and an information session for parents – to immerse young people in a hypothetical scenario of Jack, a teenager whose girlfriend is unintentionally pregnant. It addresses gender inequalities in RSE by focusing on young men and is designed to increase intentions to avoid UTP by encouraging young people to delay sexual intercourse and to use contraception consistently in sexual relationships.Main outcome measuresAbstinence from sexual intercourse (delaying initiation of sex or returning to abstinence) or avoidance of unprotected sexual intercourse (consistent correct use of contraception). Secondary outcomes included Knowledge, Attitudes, Skills and Intentions.ResultsThe intervention proved acceptable to schools, pupils and parents, as evidenced through positive process evaluation. One minor refinement to the parental component was required, namely the replacement of the teacher-led face-to-face information session for parents by online videos designed to deliver the intervention to parents/guardians into their home. School recruitment was successful (target 25%, achieved 38%). No school dropped out. Pupil retention was successful (target 85%, achieved 93%). The between-group difference in incidence of unprotected sex of 1.3% (95% confidence interval 0.55% to 2.2%) by 9 months demonstrated an effect size consistent with those reported to have had meaningful impact on UTP rates (resulting in an achievable sample size of 66 schools at Phase III). Survey instruments showed high acceptability and reliability of measures (Cronbach’s alpha: 0.5–0.7). Economic evaluation at Phase III is feasible because it was possible to (1) identify costs of deliveringIf I Were Jack(mean cost per pupil, including training of teachers, was calculated as £13.66); and (2) develop a framework for assessing cost-effectiveness.ConclusionTrial methods were appropriate, and recruitment and retention of schools and pupils was satisfactory, successfully demonstrating all criteria for progression to a main trial. The perceived value of culture- and gender-sensitive public health interventions has been highlighted.Future workProgression to a Phase III effectiveness trial.Trial registrationCurrent Controlled Trials ISRCTN99459996.FundingThis project was funded by the NIHR Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 1. See the NIHR Journals Library website for further project information.

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“…soap operas and episodic radio shows) in communities as diverse as Mexico, India, Tanzania, and China (Bandura, 2006). Such programs were designed to promote causes such as family planning (Rogers et al, 1999), HIV prevention (Vaughan, Rogers, Singhal, & Swlehe, 2000), egalitarian gender practices (Papa et al, 2000), women's access to education (Bandura, 2006), environmental sustainability (Bandura, 2002), and more. Many of the 75+ series were quite popular, airing at prime time and enjoying viewerships in the millions.…”

Section: Introductionmentioning

confidence: 99%

Fiction as Autobiography

Yang¹

2018

Preprint

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Fiction is a pervasive human activity, consuming large parts of people’s day to day lives. In the present paper prepared for my qualifying exam, I delineate the set of understudied phenomena that is memory for events which occurred in works of narrative fiction. I synthesize literature showing that memories of the world and narrative are captured by mental models, which are neutral with regard their mode of construction. Moreover, such memories of narratives are relatively insensitive to the issue of fictionality, such that we apply the same cognitive processes regardless of whether events are framed as fictional or not. Based on this evidence, I argue that memories of fiction are of the same fundamental type or natural kind as autobiographical memories, exhibiting similar properties, functions, and downstream effects. Possible differences between memories of fiction and personal memories are discussed. Subsequent revisions are planned for submission as a review paper. I am grateful to my thesis committee for their encouragement and feedback: David C. Rubin, Mark R. Leary, Felipe De Brigard, and Elizabeth J. Marsh.

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Entertainment-Education and Social Change: An Analysis of Parasocial Interaction, Social Learning, Collective Efficacy, and Paradoxical Communication

Cited by 176 publications

References 50 publications

Piloting Lead with Love: A Film-Based Intervention to Improve Parents’ Responses to Their Lesbian, Gay, and Bisexual Children

Piloting Lead with Love: A Film-Based Intervention to Improve Parents’ Responses to Their Lesbian, Gay, and Bisexual Children

Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland

Fiction as Autobiography

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