“Soaps” for Social and Behavioral Change

Chapter

Abstract

Over the past 20 years, health communicators have come to realize that communication strategies need to do more than simply “tell.” Prior to this, it was commonly believed that “if we tell them what’s good for them, people will just naturally adopt healthy behaviors.” But, we all know that none of us likes to be told what to do. We want to choose for ourselves. As health communication has become increasingly more behavior-change oriented, it has of necessity evolved to include the voices of the target audiences themselves in not only identifying the problem, but in crafting the solution.

Such strategic communication requires the participation of audience members in the design of content, themes, and messages. Strategic communication shifts away from communicating to, and instead focuses on communicating with target groups in order to establish solutions.

Keywords

Sabido Methodology Strategic communication Sexual health Serial dramas Entertainment-education 

References

  1. Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice Hall.Google Scholar
  2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall.Google Scholar
  3. Bentley, E. (1967). The life of drama. New York: Atheneum.Google Scholar
  4. Center for Communication Programs (2002). A field guide to designing strategic health communication. Baltimore: Johns Hopkins University.Google Scholar
  5. Communication Research Department (1982). Handbook for reinforcing social values through day-time T.V. serials. Paper presented at the International Institute of Communication. Strasbourg, France.Google Scholar
  6. Institute for Communication Research (1981). Towards the social use of commercial television. Paper presented at the Annual Conference of the International Institute of Communications. Strasbourg, France: September 1981.Google Scholar
  7. Jung, C. G. (1970). Archetypes and the collective unconscious. Buenos Aires: Editorial Paidos.Google Scholar
  8. Kincaid, D. (2002). Drama, emotion, and cultural convergence. Communication Theory, 12(2), 136–152.CrossRefGoogle Scholar
  9. MacLean, P. (1973). A triune concept of the brain and behavior, including psychology of memory, sleep, and dreaming. In V. A. Kral, et al. (Eds.), Proceedings of the Ontario Mental Health Foundation Meeting at Queen’s University. Toronto: University of Toronto Press.Google Scholar
  10. Nariman, H. (1993). Soap operas for social change. Westport: Praeger.Google Scholar
  11. Piotrow, P. T., & de Fossard, E. (2004). Entertainment-education as a public health intervention. In A. Singhal, et al. (Eds.), Entertainment-education and social change: history, research and practice (pp. 39–60). Mahwah: Lawrence Erlbaum.Google Scholar
  12. Population Reference Bureau (2009). http://www.prb.org/Datafinder/Geography/Summary.aspx?region=38 & region_type=2. Accessed 14 June 2012.
  13. Ryerson, W. (2010). The effectiveness of entertainment education. Burlington: Population Media Center.Google Scholar
  14. Sabido, M. (2002). The tone, theoretical occurrences, and potential adventures and entertainment with social benefit. Mexico City: National Autonomous University of Mexico Press.Google Scholar
  15. Shannon, C. E., & Weaver, E. (1949). The mathematical theory of communication. Urbana: University of Illinois Press.Google Scholar
  16. Singhal, A., et al. (2004). Entertainment-education and social change: History, research and practice. Mahwah: Erlbaum.Google Scholar
  17. Singhal, A., Rogers, E.M. (1999). Entertainment-education: A communication strategy for social change. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.Population Media Center (PMC)ShelburneUSA

Personalised recommendations