Recruitment & Retention of Teens for Pregnancy Prevention Programs: A Social Marketing Approach
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Recruitment & Retention of Teens for Pregnancy Prevention Programs: A Social Marketing Approach

January 5, 2020

>>ELISA: All lines have been placed on mute
to prevent any background noise. If you should need assistance during the call, please press
star zero on your telephone keypad and an operator will come back to assist you. Thank
you. Juli Powers with John Snow, Inc., you may begin your conference.>>MS. JULI POWERS: Thank you, Elisa. Good
afternoon, everyone. And welcome to our webinar on Recruitment and Retention of Teens for
Pregnancy Prevention Programs: A Social Marketing Approach. My name is Juli Powers, and I am
joined here in Atlanta by Naima Cozier. And our colleague Megan Hiltner is on the phone
in Denver, and she will also be assisting us today. So we are going to be spending about the next
hour or so discussing recruitment and retention from a bit of a different perspective. So
many of you are probably already very familiar with a variety of recruitment and retention
techniques. You may have an established recruitment plan in place. And some of you may also be
familiar with different social marketing strategies. What we are going to be doing today is looking
at recruitment and retention for your programs through a social marketing lens. So some of the vocabulary weíll be using
is taken from the marketing world. And weíll be discussing in more detail as we go along.
So just a few logistics for our webinar today. Weíre going to allow about 10 minutes at
the end of the presentation for questions. And due to the number of participants on the
line, weíre going to be asking that you submit your questions via the chat box, via the webinar,
rather than over the phone. So as we go along, if you do have a question,
you donít have to wait and actually submit them at the end. Youíre welcome to type in
your questions as we go, and youíll type those into the chat box. Now, since we have
a lot to cover and we donít have a whole lot of time dedicated for questions, we might
not be able to address all of them today during this webinar. And so we truly apologize if weíre unable
to address your specific question. But if needed, we can follow-up after the webinar.
And if at the end, you feel that you still need additional technical support or information
or we werenít able to address the question, then please talk to your project officer about
additional technical assistance. So letís look at what weíre going to cover
today. By the end of this webinar, you will be able to identify and describe some social
marketing concepts as they apply and relate to recruitment and retention for teen pregnancy
prevention programs. So these are going to include barriers, benefits,
competition as well as the four components of a strategic marketing mix. So what this
means is that we will be looking at recruitment from the perspective of the consumer. And
this is a model we donít often use in public health. Typically, we think our programs and
our services and the resulting health benefits are enough to get people interested in participating,
participating in our activities or even changing their behaviors. However, what we donít do oftentimes is look
at the other side to see, okay. What else is out there? What else is more appealing?
So this is where we could really learn from the world of marketing. So, marketing strategies can be used for recruitment
and retention. And the way this is going to happen is they can help you look at your program
from the point of view of the teens you serve. So this will help you more fully understand
what it is youíre working against. It will help you target your messaging and then communicate
effectively with both youth and their parents. So letís begin by talking a little bit about
what social marketing is. Social marketing is basically applying commercial marketing
principles to health and human service programs. So in the commercial world, advertisers seek
to generate increased consumption of their products and increased consumption of their
services in order to make a profit and then the business profits. Of course, weíre not
endorsing any particular brands here, but think of Apple, Coca Cola, Nike, et cetera. And so in social marketing, we have the difference
in that the individual or the community will benefit. So there is no profit. Everything
you do in social marketing is in the service of behavior change. So what happens is often
we think of social marketing as billboards, public service announcements and itís important
to think about social marketing as well as an important tool for recruitment and retention. So social marketing includes strategies that
you can use to promote your services. So in this respect, when weíre talking about behavior
change, what weíre talking about is getting youth to attend your program and also to stay
in it. So when we think about recruitment and retention,
what we want is for you to think like a marketer. So marketers understand their product. They
know what it is they are selling. They also know their audience. Thereís a whole lot
of work that goes into their efforts to reach specific demographics. They know about benefits,
and they know about costs that are associated with their products. They understand very
fully why someone would want their product, what their product is going to do for them. But on the flip side, they also know what
their consumers are going to have to give up to have that product. And the other thing
is they know who else is out there. They know who. They know what theyíre competing against.
So if you think about your teen pregnancy prevention program in this way, knowing all
of this information just like our marketers, itís going to help you frame your recruitment
messages so that youíre better able to reach your target population. So in order for us to start thinking as marketers,
letís talk about our audience. Just as the marketers know who it is theyíre selling
to, you also have to know your audience. And that audience has to be at the center of every
decision that you make for your program regarding recruitment and retention. So, in order to understand why your audience
… in this case, youth in the greatest part … why they are not doing what you want them
to do, you need to understand what barriers are getting in their way. And you also have
to understand that you are not the target audience. We often say, ëWell, you know,
Iíve been working with this population for years. I know exactly what they like. I know
what they value. I know what they need.í But what you may need to ask is how are you
really going to know your audience? What will you really need to do? We canít assume that
just because weíve been working with them for years that we actually know the audience
and what they want and need. You may need to gather more information. So we need to consider who our audience is
and what approach we will use to determine what it is we need to know about them. So
typically, we think of two different approaches for recruitment and retention. If we conduct
targeted recruitment, we directly engage our potential participants, and we recruit them
directly into our programs or into our services. And then we continue to maintain that engagement
throughout to ensure that they stay in our program. So in this case, our program participants
are our target audience. In this case, we may also have additional audiences for our
recruitment efforts if we need others to buy in. For example, we might need parents or
guardians. It could be teachers or school personnel or some others to buy into our program.
In that case, we have multiple audiences, both our youth who will participate and the
additional audience who needs to buy in. If we look at the second approach, peer driven,
we take advantage of individuals who are already onboard, and theyíve already bought into
our services. So what we ask them to do is to recruit others through their social networks. So retention in that case, in those scenarios
where weíre using peer-driven recruitment, that often takes less effort for program staff
because members of the same social network are participating together, are attending
together. And theyíll want to continue attending the program with their friends or with their
peers. Now, peer driven recruitment and retention,
it still takes time. It still takes staff time. It still takes effort. But you can probably
guess that youíll need to spend more of your energy learning about your audience when you
are actually conducting targeted recruitment. So you may decide to gather information by
conducting focus groups or maybe you conduct some key informant interviews. The important piece for both of these and
the important piece for the key to a targeted approach is that the information that youíre
collecting from the audience is about the audience. So they are the experts on themselves.
Youíre collecting information on this audience from members of that same audience. So what may happen in the end is that after
you actually conduct your focus groups, you conduct your interviews, you may discover
that the best way to actually reach those youth is through their peers. So sometimes
what starts out as a targeted approach may actually end up leading to a peer-driven approach. So when weíre talking about our target populationís
perspectives, and this is what weíre referring to as our audience, youíre going to want
to identify a few things. Weíre going to be looking at barriers. Weíre going to be
looking at benefits, and weíre going to be looking at competition. And these are barriers,
benefits and competitions that exist for your audience in relation to your programs and
services. Itís important to remember when weíre talking about these three aspects,
barriers, benefits and competitions, weíre not talking about those for your organization.
Weíre looking at these from the perspective of the teens you are trying to reach. So what weíre doing here is putting ourselves
in their shoes in order to determine what recruitment messages and what approaches will
resonate with them. So letís look at each one individually. So barriers first. Barriers are the reasons
your audience cannot or does not want to participate in your project or remain in your program
or use your services. So barriers may be things like other responsibilities. Barriers could
be a job. Maybe the youth has to work to help support the family. A barrier may be transportation.
Sometimes barriers are just lack of support and that could be from parents. That could
be from peers. There are, of course, any number of things that teens could identify as barriers.
And this is why itís so important that you are actually finding out from them what it
is thatís preventing them from participating in your program or using your services. So letís look at an agency and see what this
might look like. So weíre going to introduce an agency, and weíll use this example throughout
the rest of our discussion as we talk about each step in social marketing. And so here
are agencies ABC House. And ABC House is located in Any Town, USA. And they implement be proud,
be responsible with African American youth ages 13 to 18. So they meet each Tuesday at
the recreation center and they have activities. And the program includes sexuality education. So as part of their meetings, they have different
exercises, games, role plays, things that are part of the curriculum, other activities
as well. But theyíve had a really hard time enrolling the number of youth in their program
that they said they were going to enroll and that they had actually outlined in their grant
proposal. So what they decided to do is look at recruitment
to see how they can better reach their target population and enroll more teens in their
program. So the way that they approached this is by conducting more of an informal follow-up
with the youth. And what they learn is that teens stopped coming because, well, they got
bored. They got bored. They didnít relate to the facilitator. They thought she was just
too old. She was not engaging. Some said that they had to take care of siblings after school.
And another reason was that the rec center was just not easily accessible for them. So while agency staff may have determined
that transportation was not convenient, they might have come up with that on their own.
They probably would not have identified the issues with the facilitator or probably would
not have identified the other issues with the program had they not asked the youth directly. So in addition to looking at what prevents
them from participating, we also want to look at, well, why would they participate? What
would motivate them or interest them in participating in your program? So it might be something
like itís fun. Itís the only time that they have time to be themselves and be a kid. They
get to hang out with their friends. So there are also a whole host of reasons that youth
may claim as benefits for participating. So letís go back to our commercial marketing
example. Again, weíre not endorsing any specific product here. We just want to look at how
the marketing world views benefits. But sometimes the benefits are more than meets the eye.
The perceived benefits of this particular Smartphone over others include the facts,
well, itís the cool factor. Thereís a whole profile on the typical user of Smartphones.
But also for this Smartphone, we have a larger app market, the ability to chat with other
users and there may be other benefits as well. So all of these are things that our marketers
are going to use to their advantage. They are going to use all of these benefits when
they are trying to sell their product. So when you are looking at your benefits, you
need to look at what else are you selling with your program? So letís look at ABC House again. In addition
to their barriers, ABC House staff also asked their youth, well, why do you come to the
program? Why are you interested in our program? So letís see what they discovered when they
asked the youth. So when teens were asked, they reported that
they participated for a variety of reasons. And none of these actually have anything to
do with the actual program. So for them having a safe space was really important. The benefits
of the recreation center. So things like computers, basketball courts, exercise equipment, those
were all very important benefits for them. Homework assistance turned out to be a benefit
to participating in this program. Some of them received extra credit. Some of them won
prizes. Everybody likes prizes. So all of those were named as benefits to participating
in ABC Houseís program. So if you ask the program facilitator what
she thinks the benefits are, she thought that the youth might say something about the fact
that in their program, they learn valuable negotiation skills. And those negotiation
skills, they can apply in their relationships and their romantic relationships. Well, she
thought thatíd be important. But in the end when they asked the youth, none of them named
that as a benefit. So this may reflect the sentiment that this
particular facilitator was viewed as too old or out of touch with their youth. So what
we see here is if thatís the case and your program is marketing that as the benefit,
itís not going to appeal to the audience. So ABC House would not be successful engaging
more youth to participate in their program if those are the benefits that theyíre marketing.
If, however, they focus on some of these items that weíve listed and some of the things
that teens have said, well, then they may have a better response. So now competition. Now, health promotion
is not always sexy, especially for youth. There are many other things that they might
prefer doing, and especially if your program doesnít offer what it is that they need and
what it is that they want. So competition isnít necessarily negative. The word may
have a negative connotation at times. But in this case, itís not necessarily negative
when weíre talking about things like extracurricular activities. Those may actually serve as competition
if they take place at the same time or maybe they require a commitment from the teens to
participate. On the other hand, hanging out with friends
where there are no adults, that may also be competition. That maybe something that is
much more desirable. Peer groups engaged in risky behaviors can also be competition. So
when we think of competition, what weíre thinking of is what the teens are doing as
far as going somewhere else, doing something else or even just doing what theyíve been
doing all along. But all of these are not participating in your program. So we need to be looking at what is the competition?
What are we working against? So if we go back to ABC House and find out what they learned,
they basically have two categories of competition, afterschool jobs was a big thing for their
youth. And others really just wanted to hang out. They wanted to be with their friends
instead of attending the program. So because people, and especially youth, tend
to act in their own perceived best interests, we need to understand whatís important to
them. We need to understand what will motivate them in order to offer effective programming
and effective services. So one way to do that is to make the competition appear less attractive.
And when your competition appears less attractive, you make your program appear more attractive. Well, this is not always easy. And you really
have to understand your audience. You have to understand their motivation. And sometimes
it requires some creative thinking to get there. So letís look at ABC House again. We had
our examples of after school jobs and hanging out with friends. And you ask how can we make
an afterschool job appear to be less attractive? Emphasizing benefits may simultaneously work
to make your competition less attractive. So letís look at a specific teen from our
case study. If one of our older teens has an afterschool job, youíd think itíd be
difficult to make that appear more costly or less attractive. But just like our example
before, there may be more than meets the eye. So this is Michael. Michael has an afterschool
job so that he can pay for the gas and insurance on his momís old car that he inherited. And
he has an agreement with his mom that if he doesnít work, he doesnít have the car. But
Michaelís mom also said if he gets bad grades, she is going to take the car away. So it is
in Michaelís interest both to work, but also to get good grades. And whatís happened in this case is he knows
his math grades are really suffering. And he knows theyíre suffering really because
of his job. He doesnít understand the homework. He doesnít take the time to ask for help.
But he also knows heís going to be in big trouble if his report card has a bad math
grade on it. And heís going to lose the car anyway. So for ABC House, when Michael learns about
homework assistance, he decides that it might just be worth it for him to switch his day
off. So he can attend the program on Tuesdays, receive help with his homework and perhaps
catch up. And so he still has his job. He can still improve his grades. And in this
case, that part-time job became less attractive than the program because of the other benefits
as he perceives them. So this works for Michael because itís based on his perception. The
same thing might not work for everybody. So we want to ask you what are the activities
that you think your programs are competing with the most? And so we have listed here
part time jobs, extracurricular activities, family responsibilities, hanging out with
friends or maybe even something else. So weíre going to conduct a poll, and Meganís going
to provide instructions on how weíre actually going to do that. So let me turn that over
to her for a moment.>>MS. MEGAN HILTNER: Thanks, Juli. All right,
everyone. Nowís your time to respond. If youíll look to the bottom right corner of
your screen, I see some folks are already clicking in. Select the options that most
closely represents
what types of activities are your programs competing with the most? And I see some folks
are clicking in. Weíre getting a good response. So folks, Iím going to give it another maybe
twenty seconds or so for folks to click in. Then weíll close the poll and show everyone
the results. Ok, Iíll do the countdown, ten more seconds, nine, eight, seven, six, five,
four, three, two, one. All right. Iím going to close the poll, and
itís now just sort of tabulating the responses here. A few more seconds and then Iíll show
the results. All right. So Juli and Naima, hopefully youíre able to now see the results
of the poll.>>MS. JULI POWERS: All right. So it looks
like weíre pretty well divided. We have extracurricular activities at 30 percent. We have hanging
out with friends up there about 23 percent, less for the job. So our example was not quite
as relevant with the competition that we saw. But something to remember is that we created
those lists here. But really there may be an aspect of competition that you havenít
even thought of yet. So we put these up here, things that we think that potentially could
be competition. But as weíve been talking about in this whole section when weíre talking
about benefits and barriers and competition, we often donít know what those are until
we actually ask the youth that we are serving. So what weíre going to do now is shift our
focus a little bit, and weíre going to focus on what we call strategic marketing next,
and weíre going to introduce whatís called the four Pís. So Naima is going to walk us
through this section.>>MS. NAIMA COZIER: Thanks, Juli. So Iíd
like us to think about this webinar in two parts. In public health, we do a lot of needs
assessments that are then used to develop our strategy or implementation plan. When weíre talking about using social marketing
for development of a recruitment and retention strategy, Iíd like us to think about our
competition, benefits and barriers, as Juli just finished discussing, as our needs assessment
from a very unique perspective that we discussed earlier from the social marketing perspective
as putting yourself and asking your audience what is their competition to the product that
you are selling? And in this case, itís our teen pregnancy prevention program. So now that weíve covered that piece, weíre
going to go into the strategy piece. And for this, weíre going to use something called
strategic marketing mix. And this is a tool that has been used in commercial marketing
for quite a while. And itís used mostly to develop product selling points and approaches
and also to develop a marketing campaign. When weíre talking about using this framework
for recruitment and retention, this is going to be one of the key elements to your recruitment
and retention strategy. So weíre going to see how that lays out specifically for the
work that youíre doing. The strategic marketing mix is composed of
product, price, place and promotion. Weíre going to go through each of these which weíre
going to call the four Pís and these are going to be the foundation for your recruitment
and retention strategy. First, letís look at our product. Pretty
basic and straight forward. For us, itís going to be our teen pregnancy prevention
program. Our goal is going to be to get teens to enroll and attend our program and hopefully
satisfy a need that they have which is, right, weíre here in public health, trying to get
healthier behaviors from our audience and our community. The product can be thought of in three different
ways or three different types. So thereís more than one perspective that we should take
on our product. We can talk about our core product, which is what the audience sees as
the benefit of attending your teen pregnancy prevention program. We can also talk about the actual product
is what we as providers hope to happen. So what is the desired change of behavior that
we would like to see as an outcome? Third is the augmented product. And this is
seen as any additional value added that your prevention program will contribute to our
target audience. So letís go back to our case study at ABC
House. We look at our audienceís perceived benefits. It was a safe space to ask questions
that may be considered taboo. Our actual product or the desired behavior is to attend the prevention
program. And this, of course, is the product from our perspective as service providers. Finally, if we look at our augmented product,
these are the additional value added or the additional services. So our agency in particular
has a value added of being able to provide free condoms and HIV testing. Letís move onto the second P, Price. What
does your audience have to give up in order to participate in the program? So this is
where we pull in what Juli discussed around barriers and competition. So for this, letís go ahead and move into
our case study and take a look at ABC House. When we think about price, we have to consider
that even though our prevention programs may be free, participants donít necessarily have
to pay to participate. However, there are some costs that will be associated with their
participation. And these weíll describe as tangible and intangible costs. Tangible and
intangible costs are examples like time, the time it takes for that participant to spend
time in the program versus maybe participating in other more desirable activities, such as
hanging out with their friends or the part time job as in our example with Michael. Second, a tangible cost is transportation.
The rec center where ABC House hosts the prevention program is quite a ways. Itís far and inaccessible
for folks to get to. So it may cost a lot more in public transportation. This is what we like to call an exchange.
We would like to reduce the cost to attend and participate in our prevention program
and increase the benefits. One of the key things to doing this is to use our promotion
and our recruitment messages to reach this exchange. Another huge issue for us in public health
and in prevention is incentives. And I do want to say that please always check your
federal guidelines around what the regulations are and whether or not youíre able to provide
incentives. Regardless, this is still an important issue to discuss as we have intangible incentives
and tangible incentives. And we all know that everyone is working under limited budgets.
This is a very hard time for many of us. So we would like to recommend that folks focus
on non monetary incentives. And again, this is where we go back to Juliís piece that
she covered a few moments ago. We really want to take the data that we found around our
target audienceís perceived benefits of participating in our prevention programs and use that in
our promotion messages. And they will become our non-monetary or intangible incentives. Letís take a look again at ABC House. One
of the key concepts of the exchange is to increase your benefits and decrease your costs.
ABC House decided to provide bus tokens to address the transportation costs. They also,
as we mentioned previously, provide free condoms and give access to the recreation center. One of the things about the access to the
recreation center, as we found in the case with Michael, was that he also had access
to homework assistance. So there was again that augmented product, an additional service,
an additional value added, that was available to him. There is also the intangible benefit
of being able to socialize and connect with friends outside of the school setting. The exchange also includes decreasing our
costs. So we talk about the tangible cost. We want to decrease transportation costs.
We can also decrease food costs by providing some sort of meal during the program. And
also the intangible costs, and weíll go back to the case study of Michael, we were decreasing
the frequency of him being grounded, for example, by his mother. So he was getting his homework
assistance. And as long as he was doing well in school, his mother was happy. Weíre decreasing
the chances that heíll be grounded and unable to hang out with his friends. For other youth, when we talk about providing
free condoms, weíre also decreasing the cost of embarrassment, of having to go to a pharmacy
and purchase condoms. Our third P is place. There are two components
when we talk about place. In commercial marketing, itís usually where and how customers are
going to get your product. For us in public health in the prevention world, itís one
in where youíre offering your prevention program in other programs. So we have to think
very carefully about ease, convenience, accessibility, time and appeal to our audience. Some of these aspects we can actually change.
And others, due to budget limitations and restraints, we may not have the ability to
change. Again, we want to focus on increasing the benefits of a youth and a teen attending
our prevention programs and reducing the cost. The second component to place is where you
can reach your youth to encourage them to participate. This component of place is very
closely linked to our fourth P, which is promotion, which weíll talk about in a moment. Going back to ABC House, when they thought
about place, they had the added benefit and value added of the local recreation center,
which offered games, computers, Internet access and exercise equipment. However, they did
have the disadvantage of the recreation center not being in a convenient location. So the
way that they combatted that was by compensating for the cost of transportation by providing
bus tokens. So that is an example of how they addressed the first component of the place. The second aspect of place that ABC House
had to address was P, promotion. Where and when can youth attend the program? So letís
move to the second aspect of place. Promotion is our final P of the four Pís for the strategic
marketing mix. When we talk about promotion, we really need to carefully think about how
weíre going to customize our messages thinking of age, ethnicity, culture and social networks. Often, when we think about promotion, we think
about what our message will be. So again, using the discussion that Juli provided about
increasing benefits and decreasing costs, based on our needs assessment from our target
audience perspective. We also have to think about who will communicate your message. When
we talk about peer driven recruitment and retention, you may have a former participant
that will be delivering your message. It could be another public opinion leader of the peers
and the youth that could be delivering your message. We also think about how we will communicate.
And this is when we talk about communication channels. And weíll explain a lot more in
communication channels in a moment. And then finally, where will the audience see your
message? This is the link between place and promotion. Are you going to be placing your
messages at the schools, libraries, other prevention programs that have access to youth?
So this is the alternate connection between place and promotion. Letís just focus back to how your message
will be communicated. Identification of communication channels. We have TV, radio, email, mobile
phones, online tools, newspapers, just to name a few. One of the things that we want
to do is to focus on our audience when determining communication channels. We have to take into
consideration are we communicating to the teens and youth themselves? Are we reaching
out to the parents? Or are we reaching out to the broader community and other partners? Two other things that are essential to take
into consideration when identifying appropriate communication channels is your fast capacity
to actually distribute information through various communication channels. And then finally,
the budget and time. And looking at our example with ABC House,
they currently have a printed flyer that is posted on a bulletin board at the high school.
In addition to that, they also have printed materials throughout the recreation center.
But since we know that theyíre currently having issues with recruitment, they decided
to explore some new approaches. So the staff has decided to develop creative strategy to
promote the program using social media. So just to review, weíve just discussed the
four Pís, our product, price, place and promotion. When weíre thinking about product, we should
be asking what is being offered? What are the benefits? What is the competition? With
price, what are the costs? What other barriers exist? And how can you minimize costs and
remove barriers? With place, where and when will the audience
receive programs and services? Where and when can you encourage youth to attend your program? Finally, promotion. How can you best package
the program? And what communication channels appeal to your target audience? So to review,
with ABC House, they had several lessons learned with the four Pís. The first was to provide
some additional professional development for their staff working with the youth. The first,
as we found out, as Juli explained, was that the facilitator currently the audience perceived
as old and not too engaging. So they decided to have her participate in taking some youth
development approach trainings as well as social media training. They also decided to
add a co facilitator that was closer to the youthís age. Third, as we mentioned previously, they were
providing the bus tokens to decrease any cost associated with transportation. They also
decided to promote their additional benefits that were provided through the recreation
center, such as more time to socialize with friends, homework assistance. And, of course,
one of the goals of the prevention program were negotiation skills. Finally, ABC House came to the conclusion
that they should develop a creative social media approach that would engage the staff
to think a little bit differently on how they can use social media and also involve program
participants to design a logo for the program. So just to summarize todayís webinar, we
would like to remind you to use the four Pís, the strategic marketing mix, to develop your
recruitment and retention plans and strategies. Also to know your audience in terms of their
competition, benefits and barriers to your teen pregnancy program. You should also not be afraid to listen, learn
and adapt. This is going to be an ongoing process. And as you try to use and apply some
of these social marketing techniques and strategies in your recruitment and retention plans, do
not be afraid to change things as you go along. And with that, we would like Megan to review
some questions that you may have on the chat.>>MS. MEGAN HILTNER: Thatís great. Thanks,
Naima. So we did have a couple of really great questions and one really great comment. The
first question that was submitted was related to your barriers, the barrier section of your
presentation. And the question is for many of our community partners, their ìaudienceî
is the parents/guardians who will give permission for the youth to participate. Any specific
guidance for barriers to this audience? MS. JULI POWERS: I think the thing thatís
important to remember is just as weíre looking at barriers for youth, we need to be looking
at barriers from the perspective of the parents and of the guardians. So these approaches
that weíve been discussing really apply to any audience youíre working with. So understanding
from their perspective what it is that are the barriers. I canít actually say what those
are for that audience. And it may be very different. We have people on the phone from
all over the country. So those same barriers for guardians and parents may be different
wherever youíre located. So the same techniques that we talked about, focus groups or key
informant interviews, you may want to address those approaches or use those techniques with
those audiences as well.>>MS. MEGAN HILTNER: Okay. Anything else
on that topic? Are you ready for the next question?>>MS. JULI POWERS: Go ahead, Megan.>>MS. MEGAN HILTNER: All right, great. So
the next question is about this four Pís section of your presentation. And this question
is in social marketing, thereís also the fifth P, which is politics. And in some areas,
the politics refers to religious values and acceptance of the program. Any thoughts on
addressing politics?>>MS. JULI POWERS: I think that that is one
of our continual struggles that we have in public health. And anything that may conflict
with values of particular parts of our community. I think the first thing is to (1) acknowledge
that they are part of the community that we are trying to serve. And I think that this
is an ongoing battle. And I think that this is something where relationships and time,
relationship building and time, is really the key to those. I suggest taking on winnable battles. So perhaps
someone on your staff, perhaps one of your other community partners has a strong relationship
with one of those key stakeholders or a friend or someone that has a relationship with one
person away or two people away and work it that way. But there is no magic bullet, unfortunately,
to cut through the fifth P, the politics, which I really like that.>>MS. MEGAN HILTNER: I agree. Thatís a great
addition. I did want to go back to the question about parents and guardians and just wanted
to remind folks that there will be another webinar on July the 25th that is on working
with parents of teens that will address this to some extent. So be on the lookout for an
email with information about that webinar. Itís not so much a question, but itís more
of a comment that a person pointed out regarding the intangible costs that you brought up,
Naima. And this personís comment is those intangibles do have a cost … for the program.
And that was the detail that was left on the chat box. But I think that they were just
making that comment regarding that section .>>MS. JULI POWERS: Okay. Thanks, Megan. I
think cost has numerous definitions as well. So when weíre talking about a monetary cost
versus other costs, that is definitely true.>>MS. MEGAN HILTNER: There was another question
thatís been posed more for other states. But I don’t know if Juli and Naima if you
have some suggestions that maybe you could share. But the person says thanks for the
informative webinar. What challenges and successes have other states had with recruiting high-risk
teens in systems of care?>>MS. JULI POWERS: Megan, I think that’s
a great peer-to-peer question. I do not have any examples of that off the cuff. That is
something that in working with various agencies, national and state level, I know that itís
an ongoing issue. But I don’t have any examples off the cuff for how people are addressing
this. It would be interesting to hear from some other folks.>>MS. MEGAN HILTNER: The technology sometimes
limits that type of discussion, but there may be other venues that folks could share.
Because I do know that this has come up in other trainings and such. Another question
for you regarding incentives, and this person asks can you expand on incentives to give
the youth? I thought I heard something in respect to not giving out monetary incentives.
If so, why?>>MS. NAIMA COZIER: The policies and incentives
are going to depend on who your funder is and federal regulations. So we had discussed
on slide 33 I believe the intangible incentives and tangible incentives. We just wanted to
acknowledge that incentives are a huge issue, and itís been one of the traditional ways
that we get people to come to our programs and stay in our programs. But we do have to acknowledge that given our
budget restrictions and also every funding source has their own regulations on what types
of incentives are allowed, we just wanted to acknowledge that they donít necessarily
always have to be dollars, something physical. It can be something intangible. So again, we talked about in our example with
ABC House an intangible incentive was hosting the prevention program at the recreation center
where then your participants have access to a ton of other services, not just going to
an agency, as an example, letís just say and only getting access to the prevention
program and maybe some testing. Holding it at a different location provided some other
intangible benefits. So again, we just wanted to say please, please
go to whoever is your funding source to get the regulation and guidelines on what incentives
are allowable and unallowable.>>MS. MEGAN HILTNER: Thanks, Naima. And I
did also want to bounce back to the point about recruitment among high-risk youth. There
will be a great resource to everyone. If you were at the annual conference, you heard a
little bit about the communities of practice site. And that will be a great question/discussion
for that communities of practice site, once thatís live. So thatís a good point. And another colleague has actually posted
another comment related to this. So Iím going to put this into the chat box now and share
it with everyone now. So look to your chat box. But it says that from Sharon King, I
hope you donít mind me sharing your name, Sharon. But since youíre posting it to everyone,
I guess you wouldnít mind. Weíve had some success working in homeless shelters that
serve teens. And weíre currently serving adolescents in alternative high school programs.
So Sharon has put her information out there. Another question has come up here. I apologize.
I was trying to sort of consolidate the different questions and not bounce around too much.
But this is related to the barriers/competition. Do you have any advice on addressing barriers/competition
when the issue is homelessness?>>MS. JULI POWERS: Sorry, weíre sitting
here looking at each other.>>MS. MEGAN HILTNER: Thatís okay. Silence
is okay.>>MS. NAIMA COZIER: I think itís an answer
that folks are not going to want to hear. And Juli started when she describes competition
barriers and benefits, again, and I know we all do needs assessments for funding, for
applying for funding, for our program. But you have to go to those youth in that area.
Weíre in Atlanta, Georgia. And the needs of our homeless youth are going to look very
different from folks across the country. And so one of the key messages in Juliís
section where she talked about what I kind of call even those competition barriers and
benefits. I kind of call that another way to look at our needs assessment is really
to go to those youth and find out if you want them to be an hour once a week at your program,
ask them, using that framework, well, what am I competing with here? What are your barriers?
And what benefit am I offering by providing this program? And so again, from the public health perspective,
weíre very used to telling folks what to do to stay healthy. But a lot of us, even
though we traditionally have always gone to the community to ask, this is another example
of checking in with the folks that youíre serving.>>MS. JULI POWERS: And I think things that
maybe appeal to homeless youth would be different than appeal to youth who are permanently housed.
And so something like a shower might be a great incentive for a homeless population
or doing laundry. Iíve heard that as a place that during the program they tried giving
them all kinds of other incentives, but what they really wanted was a place to wash their
clothes. So again, itís that balance and making the benefits outweigh the barriers
and appealing to what is going to work for that population. Which, as weíve said, is
really going to vary depending on where you are and who your population is.>>MS. MEGAN HILTNER: Iíve had a couple of
questions related to getting access to the slides. And those were sent out prior to the
webinar. If you didnít receive them at that point, feel free to email [email protected] and
request the slides, and we will gladly send those to you if you didnít receive them prior
to the webinar. We still have 15 minutes for Q&A. Thereís one more here in the box that
says one of our subgrantees is offering BART in conjunction with the CSTAR program for
youth who have been in legal problems with alcohol and drugs. They really liked BART.
So that was a comment shared by one of the attendees.>>MS. JULI POWERS: Great.>>MS. MEGAN HILTNER: And I do want to draw
folksí attention back to the conversation we were having regarding parents and guardians.
And in the chat box, Catherine Laturno shared a really nice monographed resource here that
includes info. RTIN Child Trends gathered from teen pregnancy prevention programs on
barriers to and strategies for involving parents. So she shared the link for that monograph
in the chat box. Someone reminded me I could put the email
address in the chat box for you to email. So Iím putting it in there now for you to
email if you did not receive the slides before. Another question from someone. How have you
used Twitter to engage youth?>>MS. JULI POWERS: So the agencies that I
know that are using that tool, they donít just use it for their programs. Theyíre using
it overall to share information around them as an agency. One of the things each of the
social media tools can be strategically used to reach different audiences, different demographics.
Not all youth are on Twitter. Thereís a specific group. And Twitter traditionally is a lot
older on average. Folks who are using Twitter are more adults. And theyíre normally using
it to promote either their agency or some kind of product. But that being said, the
agencies that I know are using Twitter, theyíre not really using it as a recruitment tool
for a particular program. Iíve known agencies that are using Facebook a little bit more
for that. But they use Twitter more to engage folks overall with their agencyís activities
overall.>>MS. MEGAN HILTNER: There was also just
a post. I want to call your attention to the chat box to everyone from Adrian Smith to
everyone about how theyíre using Twitter. We are using Silay[?] for adolescent African
American girls and Making Proud Choices for the boys. We use Twitter hash tags frequently
on flyers to get their attention and offer incentives for following or liking the Facebook
pages. Thanks for sharing.>>MS. JULI POWERS: That is a great, great
example. Thank you. Weíre going to share that from now on, too.>>MS. MEGAN HILTNER: Yes. So maybe another
moment or two for folks to post a question or two. Adrienne posted that thatís from
New Jersey Women and AIDS Network, that last example.>>MS. JULI POWERS: I do want to tell folks
with social media tools, please, please again remember to go to your audience. Donít assume
that all of your audience are using these tools. And there may be some segments, some
folks, you may think that theyíre not using a tool like MySpace that some people think
is outdated. But others have found it pretty effective to reach certain youth. So please
again go to your target audience, find out what types of social media tools that theyíre
using to engage with their own social networks and friends and then go from there.>>MS. MEGAN HILTNER: Okay. Juli and Naima,
it doesnít look like there appears to be any more questions in the chat box for you.
Oh, hold on. Hold the phone. Another chat did just come in. Do you have successful examples
of a Facebook page campaign to recruit both youth and adults ìparentsî?>>MS. JULI POWERS: No, we donít. There is
another training that is specifically targeted that JSI does do around social media that
can talk about that and provide more examples. But I do not have any off the cuff. The agencies
that I work with right now, they have created particular Facebook pages as the agency in
New Jersey, for example, theyíve created Facebook pages for a particular program. So,
for example, if they are implementing SISTA, those participants will then … past and
current participants … will have access to a private Facebook page that only that
group can then engage and send out messages on, photographs, different updates from the
program. But I am not familiar with a Facebook page or any agency using it for parents and
youth together. Or just parents, I don’t have any examples of that either.>>MS. MEGAN HILTNER: And another question.
Is there anything specific for rural audiences pertaining to social media? The person asking
the question says that they live in an area where youth are maybe 20 miles from the nearest
town/community, and itís hard to reach those youth.>>MS. JULI POWERS: So one of the tools, and
I understand the challenges in rural areas, even with Internet access. In those areas,
I do know some folks that have been doing some successful campaigns with mobile phones
and texting. So there are some campaigns around that. But again, that is something that we
could definitely provide another training on to give you more information on that. So
mobile phones, particularly in rural communities, Iíve found some folks have had some success
with using those, particularly even when the Internet is not as accessible and their interruptions
and Internet access in rural areas, mobile phones have provided kind of a substitute
for that.>>MS. MEGAN HILTNER: Well, it looks like
there are no more questions here, Juli and Naima. So feel free to wrap up.>>MS. JULI POWERS: So we just wanted to share
some resources. We do have the TIP sheet that was sent out it should be a couple of weeks
ago now I think, Megan. And then we also wanted to give you the foundation of this presentation
today, which is the Social Marketing-Influenced Behaviors for the Good. And also Hands On
Social Marketing. So we thought that those three together would give you a good foundation. And based on today, we kind of picked out
the two areas where we think apply most to a developing a recruitment and retention strategy.
So again, looking at barriers, competition and benefits, from your target audience perspective,
thatís the really, really unique piece about this is being mindful that youíre thinking
about this and asking them from their perspective what is the competition that youíre up against?
What are their barriers? And whatís the benefit? And then the second piece that we kind of
pulled out from overall social marketing were the four Pís. So given this presentation, we think that
if you review those, these other resources will really help you to develop a strong recruitment
and retention strategy. And, of course, weíd just like to thank you.
One, for all the great work that you currently do and taking the time to spend an hour and
fifteen minutes with us from your very busy schedules to learn more about recruitment
and retention.>>MS. MEGAN HILTNER: And with that, ladies
and gentlemen, this concludes todayís conference call. You may now disconnect. 36

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