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Stanley, Nicky; Ellis, Jane; Farrelly, Nicola; Hollinghurst, Sandra; Bailey, Sue; Downe, Soo (2016)
Publisher: John Wiley and Sons
Journal: Health Expectations : An International Journal of Public Participation in Health Care and Health Policy
Languages: English
Types: Article
Subjects: Original Research Paper, violence prevention, media campaigns, L530, interpersonal violence and abuse, Original Research Papers, young people
Background\ud \ud While media campaigns are increasingly advocated as a strategy for preventing interpersonal violence and abuse, there is little evidence available regarding their effectiveness.\ud Setting and design\ud \ud Consultation with experts and young people was used as part of a UK scoping review to capture current thinking and practice on the use of media campaigns to address interpersonal violence and abuse among young people. Three focus groups and 16 interviews were undertaken with UK and international experts, and three focus groups were held with young people.\ud Main results\ud \ud Participants argued that, although campaigns initially needed to target whole populations of young people, subsequently, messages should be “granulated” for subgroups including young people already exposed to interpersonal violence and lesbian, gay, bisexual and transgender young people. It was suggested that boys, as the most likely perpetrators of interpersonal violence and abuse, should be the primary target for campaigns. Young people and experts emphasized that drama and narrative could be used to evoke an emotional response that assisted learning. Authenticity emerged as important for young people and could be achieved by delivering messages through familiar characters and relevant stories. Involving young people themselves in creating and delivering campaigns strengthened authenticity.\ud Conclusions\ud \ud Practice is developing rapidly, and robust research is required to identify the key conditions for effective campaigns in this field. The emotional impact of campaigns in this field appears to be as important as the transmission of learning.