Issue No. 3: Topic= : Evaluating Messages

date: Mon, 27 Oct 2003 13:34:38 -0500 x-mimeole: Produced By Microsoft MimeOLE V5.50.4807.1700 from: subject: The Frameworks Institute: Publications and Products - Kids Count E-Zines - Issue No. 3 content-type: multipart/related; boundary="----=_NextPart_000_004D_01C39C8F.11806770"; type="text/html" mime-version: 1.0 This is a multi-part message in MIME format. ------=_NextPart_000_004D_01C39C8F.11806770 content-type: text/html; charset="Windows-1252" content-transfer-encoding: quoted-printable content-location: http://www.frameworksinstitute.org/products/issue3messages.shtml Issue No. 3: Topic= : Evaluating Messages

Issue No. 3
To= pic:=20 Evaluating Messages

This E-Zine is about sharpening your skills in evaluating the tac= tical=20 advantages and disadvantages of a given message. We'll deconstruct a= =20 message to discern whether it helps or hurts a specific social probl= em.=20 And we'll do so by using a set of key questions that you can apply t= o=20 future communications problem-solving.

The key word here is TACTICAL. Too often issues advocates evaluat= e a=20 message too literally, asking questions like: is it true? do I belie= ve it?=20 is it framed the way policy advocates understand the problem? is it= =20 consistent with what policy advocates tell us is needed? While it is= =20 important that the message you use to advance public consideration o= f a=20 policy situation or solution be "true," that is far from the only=20 consideration that should be brought to bear before going public. Th= inking=20 tactically, you will want to ask and answer the following five quest= ions:

what does the suggested message tell people this issue is ABOU= T, or=20 connected to?=20
does the suggested message expand or narrow the CONSTITUENCY f= or=20 this issue?=20
does it promote a FRAME on the issue that favors your position= , or=20 does it default to a negative frame?=20
does it increase or decrease the SALIENCE of the issue ?=20
does it assign RESPONSIBILITY for the problem to those who hav= e the=20 power to solve the problem?

For purposes of this exercise, we're going to examine the way tha= t the=20 release of the Surgeon General's Report on Oral Health was framed, u= sing=20 the core message of "disparities." Here's an example of the language= used=20 in the report, and used extensively in media materials and resulting= media=20 coverage, as covered by the June 2000 issue of JAMA:

Oral Disease a Silent Epidemic
Joan Stephens= on,=20 Ph.D.
Despite dramatic improvements in oral health for many Americans= over=20 the past half-century, a "silent epidemic" of untreated oral disea= ses,=20 from dental caries to oral cancers, is burdening the poor and=20 minorities, asserts the first-ever Surgeon General's report on the= =20 topic."This report illustrates the profound disparities that affec= t=20 those without the knowledge or resources to achieve good oral care= ,"=20 said Surgeon General David Satcher, who presented the report's fin= dings=20 at a press conference last month.
Economically disadvantaged groups are less likely to have denta= l=20 insurance or the ability to pay out-of-pocket dental expenses, and= they=20 also have other barriers to dental care, such as a lack of=20 transportation or the ability to take personal time off from work,= the=20 report notes.

On the face of it, there is little to contest = in this=20 positioning. We know there are massive disparities in services avail= able=20 to the poor and minorities. We know they take their toll on health a= s well=20 as on income and achievement. Most of us believe such disparities to= be=20 unfair and many believe it is the job of government to level the pla= ying=20 field for children's achievement by opening up opportunities in such= =20 critically foundational areas as education and health care. So what'= s the=20 problem?

Now, quickly, answer the following questions:

Q: What does the suggested message tell people this issue is ABOU= T, or=20 connected to?
A: Problems afflicting the poor and minorities.=20

Q: Does the suggested message expand or narrow the CONSTITUENCY f= or=20 this issue?
A: At the very least, it narrows the constituency to = those=20 afflicted and those concerned for those afflicted. Even assuming a b= est=20 case scenario, in which racism and classism play little role, "It's = not=20 about me," is the likely take-away message for most Americans.

Q: Does it promote a FRAME on the issue that favors your position= , or=20 does it default to a negative frame?
A: The problem is framed as = a=20 natural disaster, an epidemic, which is not likely to make people fe= el=20 powerful to reverse it. Second, the answer is "knowledge" or "resour= ces,"=20 inferring that those afflicted are incompetent or just plain poor. A= pplied=20 to children's oral health, the default frame is likely to be "bad pa= rents"=20 who lack knowledge, values or both.

Q: Does it increase or decrease the SALIENCE of the issue ?
A:= It=20 tells us that the poor lack dental insurance and dental care. But th= ey=20 lack lots of other things we already thought were important: health = care,=20 education, money! When we are forced to prioritize what we would pro= vide=20 to this segment of the population, oral health care quickly falls to= the=20 bottom of the list behind other services we already understand as=20 critical.

Q. Does it does it assign RESPONSIBILITY for the problem to those= who=20 have the power to solve the problem?
A. The only actor in the mes= sage=20 is the poor person. They are seen as unable to secure resources,=20 transportation, knowledge, etc.=20

Is the framing of the oral health message as "disparities" a good= one?=20 Probably not, at least not as a lead concept.

It signals to people that this is not about them; it's about othe= r=20 people. It limits the constituency. It implies that little can be do= ne by=20 others, because it's a problem of epidemic proportions. It reduces t= he=20 salience of the specific issue. And it quickly reduces to a "blame/f= ix the=20 victim" responsibility frame. If the message is conveyed by a libera= l=20 politician, or other known advocate for the poor and minorities, it = is=20 likely to be further discounted as "expected."

These are the "unintended consequences" of letting the desired po= licy=20 outcome serve as the frame, assuming that the analysis of the proble= m is=20 the equivalent of tactical message planning.=20

Now let's raise an even more fundamental issue: is "disparities" = a=20 tactic or a goal? On the one hand, disparities might be seen as a st= rategy=20 to achieving public prioritization of children's oral health care. I= n this=20 case, we would evaluate its effectiveness in realizing this outcome.= If it=20 did not deliver this outcome as effectively as other tactics, we wou= ld=20 drop it in favor of those better arguments. If, on the other hand, w= e see=20 disparities as an inexorable part of the outcome, we have a differen= t=20 situation. Is it imperative that the public not only prioritize chil= dren's=20 oral health care, but also that people admit that disparities in the= =20 population must be addressed? If so, we are vastly complicating our = task=20 by insisting that the public not only act appropriately, but act on = the=20 right information.

For the Surgeon General, public understanding of the causes and=20 consequences of health disparities is part of the goal; he has made= =20 disparities a theme of his tenure. Therefore, for Dr. Satcher, the f= raming=20 of children's oral health issues is necessarily linked to this theme= . It=20 is, in fact, emblematic of a larger issue he wishes the public to=20 understand. But for children's advocates unencumbered by this goal, = the=20 tactical question is germane: are we tying one issue to another with= out=20 considering what is gained and lost in the association?

In a previous e-zine, we suggested other approaches to helping th= e=20 public prioritize children's oral health. It should be noted that ou= r=20 research suggests that, without literally mentioning poor children, = the=20 public will prioritize their care first, if presented with the preva= lence,=20 severity and consequences of oral disease. So the question arises: i= f you=20 can deliver the opinion outcome you set out to achieve without limit= ing=20 your constituency, why lead with the disparities argument? At the ve= ry=20 least, open your argument with statistics that show how common the p= roblem=20 is, not how isolated - for every child without medical insurance, th= ere=20 are 2.6 without dental insurance.=20

Conflating tactics with outcomes is easy to do. Make sure that yo= u know=20 what action or opinion outcome you want to achieve and evaluate the= =20 effectiveness of your chosen message in getting you there.=20

Every day, children's advocates are confronted with communication= s=20 campaigns that invite your involvement - the XYZ ad campaign - and m= any=20 come complete with foundation funding and "free" materials, such as= =20 posters and PSAs that carry your organization's name. While we heart= ily=20 endorse the importance of weighing in with the media on children's i= ssues,=20 we also believe in weighing the quality of the campaigns before you = jump=20 in! Deconstruct the message that underpins the campaign and evaluate= its=20 potential impact on the issues you care about. Don't be afraid to as= k for=20 the research on which the campaign is based. What makes the initiato= rs=20 think this will positively affect children's issues? And don't be af= raid=20 to question anyone's logic with your own analysis of the five key ta= ctical=20 questions.

&= nbsp;=20 = ;=20 = ;=20 = ;=20 = ;=20 = ;=20 = ;=20 = ;=20 = ;=20 = ;=20 = ;=20

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