CSAP Communications Technical Assistance Bulletin: Developing Effective Messages and Materials for Hispanic/Latino Audiences

12 Pages·1997·0.7 MB·English

by  Center for Substance Abuse Prevention

*t
SubstanceAbuseandMentalHealthServicesAdministration
CenterforSubstanceAbusePrevention
Technical Assistance Bulletin
Developing Effective Messages and Materials
for Hispanic/Latino Audiences
Hispanics/Latinos in the United States are nomic achievements as well as by a surge
a heterogeneous, complex population in social problems affecting the Hispanic/
with rich internal diversity. They consti- Latino community.
tute a multi-
Numerous studies indicate that substance
Special thanks to cultural com-
use among Hispanics/Latinos in the
Amelie G. Ramirez, munity that is
United States is increasing, particularly
Dr.P.H., and the product of among youth. This presents new chal-
an ongoing
MiguelBaraona, lenges and needs for prevention of
process of
major contributors substance abuse problems among a
simultaneous
rapidly growing, changing, and diverse
to the writing of migration from
population.
this document. many different
countries, Creative and innovative communication
including Mexico, Cuba, Puerto Rico, and materials and strategies are needed. How
Spain as well as Central American and can substance abuse prevention educa-
other Spanish-speaking Latin American tion and public information initiatives be
nations. This process ofmigration, which developed to accommodate the numer-
has lasted for decades, presumably will ous internal distinctions that exist within
last for decades more. the Hispanic/Latino community? How can
effective communication occur within a
As indicated by the 1990 Census, the
community that is neither linguistically
Hispanic/Latino community is expe—rienc- nor culturally homogeneous? How can
ing a fast demographic expansion six
specific strategies and approaches be
times faster than the general U.S. popula-
identified to reach a population that
tion. It is not only the fastest growing
includes subgroups with cultural, racial,
ethnic population in the United States but
religious, ethnic, linguistic, and socioeco-
also the youngest. By the year 2000,
nomic differences?
Hispanics/Latinos will make up nearly 11
percent ofthe population, with an in- This bulletin provides information to
creasingly large segment ofyouth. Rapid help program planners meet the chal-
demographic growth has been accompa- lenges ofcommunicating effectively with
nied by positive educational and eco- Hispanic/Latino audiences.
y^ USDEPARTMENTOFHEALTHANDHUMANSERVICES
'f SubstanceAbuse andMentalHealthServicesAdministration June 1997
CenterforSubstanceAbusePrevention
U.S. Hispanics/Latinos at a Glance
Population: At 24 million, this is the segment with the lowest average
fastest growing population sector in the educational level.
United States. Hispanics/Latinos are
Language: Nearly 95 percent ofHispan-
estimated to become the country's largest
minority group by the year 2000. ics/Latinos consider it very important to
maintain their language and culture.
Age: Hispanics/Latinos are younger than Almost 70 percent ofHispanics/Latinos
the national average with one in three over age 5 still speak Spanish at home.
presently under age 15. In the general
Health status: The Hispanic/Latino
population, this proportion is one in five.
population has a life expectancy
Citizenship: Approximately 60 percent approximately 3 years longer than the
ofHispanics/Latinos living in this country total population (79.1 for Hispanics/
are U.S. citizens. Latinos; 75.4 for the total population in
1990). Health status trends indicate
Income: More than 70 percent ofHis-
improvements in infant mortality rates
panic/Latino families live above
among certain Hispanic/Latino sub-
the poverty line, although 4 ofevery
groups, lower smoking prevalence rates
10 Hispanic/Latino children remain
among adults, and increases in breast and
impoverished.
cervical cancer screenings among women.
Health insurance: Hispanics/Latinos Key areas ofhealth concern for Hispan-
constitute the most highly employed ics/Latinos include preventing diabetes,
minority. Almost two-thirds ofHispanic/ adolescent pregnancy, tuberculosis, HTV
Latinos are covered by health insurance, infection, violence, and obesity as well as
but more than one-third are without increasing access to primary health care
basic coverage. services.
Education: Hispanics/Latinos are mak-
ing progress in educational Sources 1990 U.S. Census; U.S. DHHS's 1992 and
:
attainment yet remain the population 1993 NationalHouseholdSurveyson DrugAbuse;
TODOS's 1993, Recommendations to theSurgeon
General To ImproveHispanic/LatinoHealth.
and channels, developing materials and
Follow the Health pretesting, implementation, assessing effec-
Communication Process tiveness, and feedback to refine the program.
Cycling and recycling through the stages will
It is important that any communication pro- also help ensure cultural competence through
grams and materials designed to reach His- the application ofacademic and interpersonal
panic/Latino audiences with substance abuse skills that allow for an increased understand-
problem prevention messages are based on ing and appreciation of cultural differences
proven health communication principles, and similarities within, among, and between
reflect and respond to cultural diversity, and groups. Note that achieving cultural compe-
attain cultural competence. These principles tence requires a willingness and ability to
are embodied in the six-stages ofthe health draw on community-based values and tradi-
communication process: planning and strat- tions, and to work with knowledgeable
egy selection, selecting messages, materials, persons from the targeted community or
Mt^1£3-22>/
The Health Communication Process
1. Planning and Strategy
Selection
2. Selecting Messages,
Materials, and Channels
3. Developing Materials
and Pretesting
4. Implementation
5. Assessing Effectiveness
6. Feedback To Refine
Program
population in developing strategies, mes- ofthe target audience. Involve them in
sages, and materials. discussions about substance-abuse-related
concerns, needs, and issues. Ask them how
they obtain information, what they see as the
Research the Problem barriers to communicating about substance
abuse problem prevention, and what factors
Begin the health communication planning make receiving and acting on prevention
process with research to ensure that efforts to messages easier.
reach the target population have an impact on
the substance abuse problems that are ad-
dressed. Define the Audience
Gather information about the Hispanic/Latino
population from many sources. Review the When program planners simply target "the
Hispanic/Latino community," their efforts may
literature on the target audience. Identify
national, regional, and local studies that can fail. Instead their research should make it
possible to target specific segments ofthis
help explain the health, social, and other risk
community for prevention messages. Remem-
factors related to the substance abuse prob-
ber that the more specific the segment ofthe
lems in the Hispanic/Latino community.
community targeted, the more successfully the
Identify any gaps in information. Ifnecessary,
gather new data about the segment ofthe target audience can be reached.
population that the prevention messages are To develop a profile ofthe target audience,
intended to reach. consider factors such as:
Involve prevention experts, opinion leaders, Age and gender
and other influential individuals in the His- Geographic location
panic/Latino community to help identify the
Educational attainment
problem and the target audience segments for
the prevention program. Talk with members Socioeconomic level
Health status Work With Community Leaders
Religious practices Community gatekeepers (e.g., health care
Knowledge, attitudes, beliefs, and providers, chamber ofcommerce members,
behaviors related to substance abuse public personalities, leaders in daily contact
Cultural norms and values with the community) can help explain local
conditions and issues, which can vary widely
Channels ofcommunication
depending on local problems, perceptions,
Reasons for immigration and immigration assets, and resources. They can also help
status develop messages and materials that will be
Degree ofacculturation successful in reaching specific segments ofthe
Hispanic/Latino community. Research and
Intergenerational issues
direct consultation with members ofthe target
Literacy levels. audiences and with those who can reach and
There are many ways ofsegmenting the influence them are necessary to establish the
content ofmessages and the form ofmateri-
Hispanic/Latino community. For example,
a substance abuse problem prevention pro- als.
gram could be targeted to:
Involve the TargetAudience
Hispanic/Latino community leaders or
Spanish-language news media Testing assumptions and ideas for specific
prevention messages, formats, and languages
Hispanic/Latino subgroups (e.g., recent, to use by involving members ofthe target
Mexican American immigrants, Cuban
audience in discussions is essential. Obtain
American adolescent males)
their reactions to ideas, sketches, scripts, and
Low-income Hispanic/Latino women, 18 other materials in development. Coordinate
to 25 years old, at risk for substance abuse with local projects and agencies that are
Hispanic/Latino youth ages 9 to 13, and producing materials for the Hispanic/Latino
their families (an audience that has community. Close cooperation and an ex-
achieved even greater importance with change ofmaterials and experiences can
today's rapidly changing youth culture) improve understanding ofthe audience and
result in more targeted and effective preven-
Spanish-speaking migrant farmworker
tion messages and materials.
populations.
In addition to developing targeted and rel-
evant messages that appeal to specific seg-
ments ofthe Hispanic/Latino community,
Develop a Relevant Message
producing prevention materials that express
To reach and have a significant impact on basic messages using global images and icons
Hispanic/Latino audiences, develop an appro- that have meaning for all Hispanics/Latinos is
priate and culturally relevant message that is also important. Efforts to discover commonali-
based on thorough knowledge and under- ties linking the daily life experiences of
standing ofthe audience and the community. Hispanic/Latino people living in different
Given the diversity ofthe Hispanic/Latino geographical areas and under different local
community, regional and local research is conditions may broaden the reach ofpreven-
essential to the development ofprevention tion messages. Such efforts may also be cost-
messages. effective.
'
:
Four Communication Programs
Targeting Hispanics/Latinos*
1. The Inside Story Project 3. The Substance Abuse and Media
Project
University ofNew Mexico School
NM
ofMedicine, Albuquerque, University ofArizona Rural Health
Office, Somerton and Nogales, A2
Target audience: Low-income,
Hispanic/Latino women, 18 to 25 Target audience: Young people
.
years old, at risk for substance use
Projectfocus: Teaches students skills
Projectfocus: Discourages the use of they need to prepare messages on
alcohol, tobacco, and drugs during drug use prevention for other youth
pregnancy through audio and visual like themselves.
prevention materials.
4. The jMirame! Look at Me! Project
2. La Esperanza del Valle Project
University ofTexas Health Science
University ofWashington, Yakima Center, San Antonio, TX
WA
Valley, Granger,
Target audience:Young Hispanics/
Target audience: Mexican American Latinos ages 9 to 13
migrant farmworkers
Projectfocus: Teaches young people
Projectfocus: Promotes substance the life skills they need to avoid
abuse education and prevention alcohol, tobacco, and drugs, through
through telenovelas, radionovelas, and use ofa video-based curriculum.
fotonovelas (soap operas for
television, radio, and print media).
•Fundedbythe CenterforSubstance Abuse
Prevention, SubstanceAbuse andMental Health
Services Administration, U.S. Department of
Health andHuman Services
Facilitate sharing and discussion of
Lessons Learned from National
experiences.
Programs
Build on the strengths ofthe Hispanic/
The following recommendations reflect Latino community and its cultural values.
lessons learned from national campaigns and Promote the importance ofextended
communication programs that have targeted kinship (grandparents, uncles, aunts,
Hispanics/Latinos
cousins) in family relations. Also promote
Always avoid stereotypes. nonfamily forms ofclose integration
between individuals, such as
Promote respect for elders and promote "compadrazgo" (a person who supports
interest in disappearing traditions. you as a friend; could be similar to a
Listen to and respect youth and promote child's godparents) and friendship.
this attitude among Hispanic/Latino
parents.
Promote communal values and neighborly Modern culture is increasingly influenced
attitudes such as "barrio" (specific area in by television and other visual media.
the community and/or neighborhood) Visual images also offer a good
fiestas and traditions; and in general opportunity to reverse stereotypes.
support all forms ofextended social Identify appropriate visual images and
networking that are central to Hispanic/
cultural symbols. During developmental
Latino culture.
stages and before launching visual
Encourage general civic values, but also materials, use working groups as well as
support all practices and events that focus groups to pretest the materials.
promote ethnic cultural pride and higher
Good humor and jokes can be used
self-esteem among Hispanics/Latinos.
successfully in visual images to
Praise and use as role models particular communicate serious messages. In fact,
contemporary and historical heroes and cartoons are often a powerful form for
figures who are ofspecific significance for delivering prevention messages. But care
each Hispanic/Latino subgroup. must be taken to use humor in a way that
is appropriate and sensitive to the cultural
Highlight Hispanic/Latino contributions in
context.
the development ofthe American nation
and in the emergence ofworld civilization.
Use Appropriate Language
Determine the Form Materials
Because Hispanics/Latinos constitute an
Should Take essentially bilingual community, issues of
linguistic competence and language use are of
Even ifa message is developed and has a prime importance for those involved in
target population well motivated and inter-
prevention aimed at this sector ofthe U.S.
ested in the type ofmaterial and information
population.
to be disseminated, this alone may not be
sufficiently powerful to ensure success.
All English,All Spanish, or Bilingual?
Always keep in mind:
Form should not be considered secondary There is no universal answer. Some communi-
cators feel that all documents should be
to content. Ifthe message
bilingual. Others argue that strategic market
is not presented in a form (style,
segmentation is a more effective strategy for
vocabulary, voice, story line) that
distribution. Here are some guidelines:
is clear and attractive, the content
(concepts, values, perspective) of Adapt materials to better fit the needs and
the materials may be misunderstood specificities ofHispanics/Latinos. Develop
or simply disregarded. and write the text in both English and
An appealing form enhances the content of Spanish for bilingual materials. Do not
rely on translations ofthe English text.
messages.
Consider providing both English and
Materials should be informative as well as
Spanish texts in one document. Cut the
appealing. Ifmaterials are simply attractive
length ofwritten English materials by half
and entertaining without being truly
educational, they will not help to achieve so that there is room to write it in both
languages.
program goals.
c
Look for alternatives to print materials; Hispanic or Latino?
use oral messages in both languages
whenever possible. When is it appropriate to use which term, and
when should both be used? For national
Write messages in English clearly and materials, such as this bulletin, the combina-
simply for readers who are just learning tion "Hispanic/Latino" is probably the most
the language. appropriate and acceptable term. But realize
Remember that the language level ofnew that this practice may not be as effective at
immigrants is usually unknown, which makes the local level. Ifmaterials are aimed at a local
it difficult to know how best to target this audience, carry out research locally to deter-
population. Research in this area is needed to mine with which identity, which term, people
establish more realistic programs with regard feel more comfortable. Anotherviable way of
to the use ofSpanish and English in materials referring to people is by the language they
for Hispanics/Latinos. speak (e.g., Spanish-speaking people, Navajo-
speaking people). A good working principle:
Readability Be as specific as possible to reach the major-
ity ofthe target audience.
What should be done ifaudience members
speak mainly Spanish but do not read Colloquialisms
it? What ifthey read both English and Spanish
but are truly literate in neither? In general, many factors determine the differ-
Here are some strategies for enhancing ent contexts in which either colloquialisms or
formal Spanish may be used. Ifa targeted
readability:
group constitutes a very wide audience (State
Use readability formulas, such as the and national levels), Spanish messages should
SMOG formula or Gunning's Fog index. be more formal and standard.
Develop materials at the appropriate Although there seems to be no consensus on
literacy level ofthe audience. whether colloquialisms should be used, many
Make written materials as brief and clear professionals oppose their use, both in
as possible. written and oral materials. Common voices
are difficult to achieve given the wide variety
Keep the use oftechnical jargon to a ofSpanish colloquialisms used among His-
minimum. panics/Latinos. Common wisdom suggests
Accompany written material with good that it is best to approach each case sepa-
visual material. Ideally, the reader should rately without attempting to apply a formula
be able to draw meaning from every mechanically. Ask members ofthe target
picture. group about specific local or regional dialect
expressions that may be used in more infor-
Explore images and symbols that
mal conversations.
communicate pan-Hispanic/Latino
concepts. Some ofthese can be global Examples ofcolloquialisms:
cultural icons derived from nature, food, Regional examples: "troka" (truck), "parkear"
and celebrations.
(parking), "carpeta" (carpet), "marketa"
Use a type size large enough to be easily (market), "bueno bye" (good bye)
read. Reasons to use colloquialisms:
Careful use ofcertain colloquialisms
makes verbal messages more realistic and
thus more credible.
Certain colloquialisms, such as terms of Appropriate Methods ofOutreach
endearment, may be more universal/or
Outreach methods and procedures should be
useful.
tailored to cultural and generational differ-
Colloquialisms can be more freely used ences. To ensure that messages get out to the
when they are part ofa local message Hispanic/Latino audience
intended for a local audience.
Learn who the real leaders and gate-
Reasons to avoid using colloquialisms: keepers ofthe community are, gain their
Many Hispanic/Latino audiences consider support, and get them to work collabor-
colloquial language derogatory. atively. Then, let local leaders and
gatekeepers speak for and to their local
Colloquialisms tend to stress differences communities.
among Hispanics/Latinos rather than
emphasize linguistic and cultural Use creative strategies to involve local
commonalties. leaders and target audiences. For
example, in certain cases, men can be the
When using colloquialisms, be careful not channel for reaching women, other
to use them in a way that reinforces relatives, and peers.
stereotypes sometimes used in the
mainstream media to depict Hispanics/ Work with organizations/institutions
with programs that focus on family in
Latinos.
implementing the outreach process. For
example, clinics, day care centers, and
women's organizations can be ofgreat
Plan Ways To Put Materials Into value for outreach purposes.
the Community Consider seriously organizations used by
the general population, such as churches
To get messages across and to promote and
and hospitals. However, churches and
distribute materials successfully, choose
hospitals are not always good inter-
appropriate channels of communication and
methods ofoutreach to the target audience. mediaries. It depends on local conditions
that can vary greatly from one location or
Strategies for planning successful outreach
community to another.
activities to Hispanic/Latino groups include
the following: Include viable intermediaries and
gatekeepers such as teachers, pharmacies,
Plan and design the outreach process
recreation and civic associations, fiestas,
carefully, making sure local leaders and
coaches, spon teams, corporate leaders,
gatekeepers are involved.
the media, health care providers, lay folk
Promote and make good use ofthe healers "curanderos." and Hispanic/Latino
positive family and communal values that elected officials.
are central to traditional Hispanic/Latino
Use mass communication media,
culture.
including television, radio, VCRs. CDs.
Respect local and generational charac- newspapers, and magazines.
teristics, but place special emphasis on
Use community access television and
promoting those basic historical and
interactive technology as an outreach tool.
cultural foundations that unite all
Hispanics/Latinos. Take advantage of Work with "promotoras." These are active
the links that bind the individual to the members ofa Hispanic/Latino community
family, the family to the community, and who work in close and direct contact with
C
the community to the country. the target population in promoting values
8
.
and preventive measures. "Promotoras"
are lay people who receive instruction in Evaluate the Effectiveness of
the art and ways ofpromoting safe and Messages and Materials
successful attitudes toward the more
immediate and pervasive health The ability to pique the target population's
challenges and dangers faced by the interest is not proofthat the materials are
Hispanic/Latino community. They work at successful. To be effective, products not only
the grassroots level and are probably the must be appealing, but they must also be
most effective type ofintermediary. understood. Above all, they have
Several Latin American countries have to elicit some kind ofaction.
successfully experimented with this type In testing whether the materials meet these
ofintermediary action. objectives, methodologies based on social
marketing approaches can be ofgreat value:
Media Channels for Reaching Hispanic/
Latino Groups 1 Conduct preliminary formative research to
determine the needs ofthe target population
Mass media channels offer many opportuni- and the best means to reach this audience.
ties for reaching Hispanic/Latino audiences.
2. Develop and pretest the appropriate
For effective delivery ofmessages, consider message and materials.
the following:
3. After disseminating and promoting the
Videos in Spanish seem particularly materials, conduct an evaluation to determine
viable. Recent studies indicate that most the results or outcomes ofthe prevention
Hispanic/Latino households in the United messages.
States have VCRs. The U.S. market for
To assess the impact ofthe materials on
videos in Spanish is also rapidly
expanding. people's daily lives and the value and rel-
evancy ofthe materials to individuals and
Novelas (soap operas) are ofparamount their families, ask:
importance in modern Hispanic/Latino
culture. An effort should be made to Who is using the material? Are they a part
incorporate implicit prevention messages ofthe target group?
in novelas. How is the material being used? Is this the
Talk shows are becoming popular among way it was intended to be used?
Hispanic/Latino audiences. Is the effort prompting the target audience
Because repetition ofa message is essential to do anything different? Ifso, what? If
why
not, not?
for reinforcement, ensuring that the audience
receives long-term exposure to materials Even when resources are limited, it is possible
assumes strategic importance. But the high to incorporate into the evaluation plan collect-
cost ofdeveloping materials for distribution ing data, pretesting with focus groups, and
and oftheir repeated exposure through mass monitoring implementation ofprogram goals
media, especially television, should be con- and objectives.
sidered before deciding to reach Hispanic/
The evaluation methods and process selected
Latino audiences through such channels.
depend not only on the resources available
Distribution and marketing ofHispanic/Latino
but also on cultural considerations. Care
media materials have yet to be well defined
should be taken to build in appropriate
and improved.
resources for evaluation. But even greater
care should be taken to select and apply
evaluation methods and tools that are sensi-
.
tive to cultural and other factors specific to Center for Substance Abuse Prevention.
the Hispanic/Latino community. For example, Cultural Competence Series. The Challenge of
designing a survey instrument that requires Participatory Research: PreventingAlcohol-
written responses may not be useful or RelatedProblems in Ethnic Communities,
effective in evaluating the results ofpreven- 1995. Available from NCADI.
tion messages with recent Hispanic/Latino
Center for Substance Abuse Prevention.
immigrant groups with low levels ofliteracy. Cultural Competence Series. A Hispanic/
It may also indicate a lack ofcultural sensitiv- Latino FamilyApproach to SubstanceAbuse
ity by the evaluator. Prevention, 1995. Available from NCADI.
Evaluation results will enable the reassess-
Center for Substance Abuse Prevention.
ment and refinement ofongoing health
Hispanic/Latino Natural Support Systems.
communication planning efforts to ensure that
Implementation Guide, 1995. Available from
the substance abuse problem prevention
NCADI.
messages and materials developed for His-
panic/Latino audiences are increasingly Hernandez, S., Newman L. The choice of
relevant and more effective. language when advocating to Hispanics.
Business Link 1990, Winter.
National Clearinghouse for Alcohol and
Reference/Resources Drug Information (NCADI), P.O. Box 2345,
MD
Rockville, 20852, [phone] or
Center for Substance Abuse Prevention [phone], TDD [phone].
(CSAP). Hispanic Americans Prevention Internet World Wide Web address: http://
Resource Guide, 1992. Available from the www.health.org. Provides information on
National Clearinghouse for Alcohol and Drug substance abuse research literature, programs,
Information (NCADI). and educational materials.
Center for Substance Abuse Prevention. National Coalition ofHispanic Health and
Technical Assistance Bulletins. The following Human Services Organizations (COSSMHO).
titles in the series are especially relevant and 1030 15th Street, NW, Room 1053, Washing-
are available from NCADI: ton, DC 20005, [phone].
Identifying the TargetAudience, 1997. National Council ofLa Raza, 20 F Street, NW,
A Key Step In Developing Prevention 2nd Floor, Washington, DC 20001,
[phone].
Materials Is To Obtain Expert and
GatekeeperReviews, 1994 National Hispanic Families Against Drug
Pretesting Is Essential; You Can Choose Abuse, 1511 K Street, NW, Suite 1026. Wash-
DC
From VariousMethods, 1994. ington, 20007, [phone].
You Can Avoid Common ErrorsAs You Office ofCancer Communications. National
Cancer Institute. Clear and Simple: Develop-
Develop Prevention Materials, 1994.
ing Effective PrintMaterialsforLow-Literate
You Can Prepare Easy-To-ReadMaterials, Readers, 1994. To order contact NCI's Cancer
1994. Provides information on how to Information Service at
SMOG
apply the readability formula. 1-800-4-CANCER.
You Can Use Communications Principles Office ofCancer Communications, National
To Create Culturally Sensitive and Effective Cancer Institute. Making Health Communica-
Materials, 1994. tion Programs Work: A Planners Guide,
1989- Provides information on all aspects of
e
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