Selling safer sex: AIDS education and advertising

Rhodes, Tim; Shaughnessy, Robert

doi:10.1093/heapro/4.1.27

Cited by 5 publications

(3 citation statements)

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“…As we have argued in more detail elsewhere (Rhodes and Shaughnessy, 1989a), these elements (which might amount to an encouragement to sex) are combined with others which work to associate sex with guilt, evil and death. In 'Stay' the female character is -literally -a femme fatale; in the other ad the male character is a reptilian seducer, leading a 'nice girl' (whose 'innocence' is supposedly addressed by the previous campaign) into corruption and danger.…”

Section: Policy and Politicsmentioning

confidence: 99%

Compulsory Screening: advertising AIDS in Britain, 1986-89

Rhodes¹,

Shaughnessy²

1990

Policy &Amp; Politics

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Since 1986 we have witnessed a succession of mass media campaigns that have aimed to provide information about HIV infection and AIDS. From the now notorious Department of Health and Social Security (DHSS) iceberg and tombstone motifs designed to imprint the word ‘AIDS’ on the ‘general public’ consciousness, to the Health Education Authority’s (HEA’s) attempts to address the ‘realities’ of heterosexual sexual behaviour, the campaigns have been widely criticised both for their reliance upon fear tactics and for not meeting their ostensible aims of changing behaviour. In this paper we will propose that not only is this due to inherent contradictions in the use of the advertising media for the purposes of health education, but also that the real impetus of the campaigns has not been educational at all.

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Section: Policy and Politicsmentioning

confidence: 99%

Compulsory Screening: advertising AIDS in Britain, 1986-89

Rhodes¹,

Shaughnessy²

1990

Policy &Amp; Politics

Self Cite

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“…First, image advertising confirms rather than challenges viewers' existing beliefs, expectations and stereotypes (Leathar 1981b, Budd and McCron 1981, Rhodes and Shaughnessy 1988. Second, positive images of attractive lifestyle alternatives are more likely to shape emotional dispositions (Leathar 1981 b).…”

Section: Why Positive Image Workmentioning

confidence: 99%

Fear-inducing and positive image strategies in health education campaigns

Montazeri

McGhee

McEwen

1998

International Journal of Health Promotion and Education

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This paper attempts to present an insight into studies of fear-inducing and positive image health education campaigns. The paper reviews existing theoretical issues relevant to the topic and examines the findings of studies that compare fear-inducing and positive image health education campaigns. Available evidence from literature highlights some of the shortcomings of fear-inducing health education campaigns and suggests the need to employ strategies which emphasise positive and attractive lifestyle images. How ever, there is evidence that fear-inducing advertisements could have an important role, especially in terms of influencing certain people, and in certain health-related communications. Finally, it is concluded that a) there is a great deal of potential to develop comparative studies to find what type of images would work best, and b) there is a need to understand more of the process behind the effect of positive and negative appeals.

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“…The aetiological associations may not always be precise, but as Donaldson & Donaldson (1983) argue the relationship is good enough to indicate preventive action. Enter the health educator with a brief to inform the public about the risk and danger of their behaviour and then enter (sometimes) a decidedly non‐ Technik behavioural scientist, who points both to the difficulties of changing behaviour and to the high incidence of failure with messages which try to frighten the public into change (Rhodes & Shaughnessy 1989).…”

Section: Some Examples Of the Technik Approachmentioning

confidence: 99%

A suitable case forTechnik:behavioural science in the postgraduate medical curriculum

Kelly

1990

Medical Education

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The role of the behavioural and social sciences in the postgraduate medical curriculum is considered. It is argued that the behavioural and social sciences can play a vigorous and dynamic part both in medical education and in medical practice. However, in order for that role to be achieved a Technik approach must be adopted. Technik means an emphasis on know-how, capability and on unifying theory and practice. It is suggested that the behavioural sciences frequently fail to excite interest because they adopt only a humanistic and/or critical approach at the expense of the needs of medical training. Some examples of a Technik approach drawn from health education, the management of chronic disease and surgical audit are briefly examined.

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Selling safer sex: AIDS education and advertising

Cited by 5 publications

References 0 publications

Compulsory Screening: advertising AIDS in Britain, 1986-89

Compulsory Screening: advertising AIDS in Britain, 1986-89

Fear-inducing and positive image strategies in health education campaigns

A suitable case forTechnik:behavioural science in the postgraduate medical curriculum

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