Campaigns for Health & the Environment

Introduction

My anti-text-driving campaign will engage Drexel university students as the target audience.  The target audiences were chosen based on analyzing their text driving habits and the motive behind the conduct.  Drexel university students and all students in general have the tendency of arriving to class late which is mostly influenced by individual’s lifestyles, peer pressure and peer beliefs.  As  youths  they  are  highly engaged  in directing messaging and  the  addiction  cannot  be  avoided  even  while  driving.  Most of the students  drives speedily  to school  to catch up with  the  class  progress which they  are  already  late for.  In the case of  driving  and  texting they are  likely to be engaged  in  accidents  since text driving can best be  categorized  as  blind driving (Richtel 1). The  goal  of the  campaign is therefore  to  demonstrate to the  students that  text driving  is not a form  of competence but rather  than ignorance.

Test-driving Issue and Facts

Road accidents deaths and damages are on the rise currently and most of the cases reports states that the victims were texting actively while driving (Richtel 1).  Texting can wait since most of the conversations are just based on not emergency or justifications (Richtel 1). The problem is that despite the increased campaigns to warn youths about text driving the tendency   has not stopped.  The campaign is aimed  directly  at transforming the  general  attitudes of students towards text driving  but illustrating how  it  can affect their  lifestyles and that  of the loved  ones. The objective of the campaign is to ensure that text driving accidents among students is reduced drastically. This will be achieved through offering education on the activity’s danger on road users to obtain a positive attitude.

Social Norm Theory and Its Application in the Campaign

Social norms theory is mainly utilized  in the description  of different  situations that  individuals  or peers utilize and the general community  which  differs from their unique beliefs despite knowing  that  it  is not  good (Schneider, Gruman and Coutts 75).  Most of the assumption that the individuals utilize are directly related to risky and problematic conducts in regard health and the surrounding.  The  theory  was  utilized in the campaign in analyzing why  Drexel students  choose to text drive despite the fact that they understand  it’s  not  right  and  it is a risk.  It was established that it was because of the peer pressure. In that, text  driving  to most youths  is  assumed  to  be  a form of  expertise and  everyone  wants  to show  case that they  can.  This is however not true based on the involved risks and   it is not a form of profession since if it was it should have acquired a place in learning.  With the rise of countless campaigns against the act students understand that it is not right since this is a dangerous engagement. After  developing  awareness  of the issue among the target  audience  based on the  theory  individuals should be left in order to  make theory personal changes  in regard to settling for the right beliefs rather  than  popular misconceptions (Schneider, Gruman and Coutts 76).

In order  for efficiency to  be achieved  from the campaign  the  students were  challenged  to  make an analysis of the text driving benefits  which there was  none as compared to the  severe implications.  Those that were against the campaign based on their peer beliefs were the primary priority as a change of attitude was highly required.  This was achieved through target sampling or segmentation that was based on demographic details encompassing age, gender, attitude, preferences and behaviors.  This  strategy  was  adopted to ensure that  all the significant students demography  that  was essential  in the case was  captured  to ensure that  those that desire  to text drive and those  who  actively and positively do it are  involved.

Formative Process

Data collection  was achieved  through  interviews as well as  questionnaires  since the tools are  characterized  with  fast  collection  speed, efficiency, reliability, cost  efficiency  as  well as the capability  to maximize  the  collected information.  The utilized formative assessment was based on impact, outcome and the campaign process.  This involved  measuring the perception of the  students   about the  issue, the  reach of the campaign, the capability  to affect  changes  in  social norms, attitudes  or  their  beliefs  and whether  the  objective of the campaign  had been  obtained.  The formative assessments tools included self evaluations, conversations and analyzing during data collection. The results  indicated  that  students engages in text driving  due to peer  force  and  the  need  to  fit in the  group. The  effectiveness of the campaign  was  thus established  as  the students attitudes  transformed  gradually  by  establishing  that  it was more  beneficial  not  to text  drive  in saving  persons  lives. The campaigns plans were however, limited by funds time and the willingness of individuals to fully participate in the campaign.  This  slowed  down the  timeline since  much  effort  in  convincing and  persuading  audiences  was a major  necessity.

Campaign Implementation

Based on the 4P’s strategies, the  products  utilized  in  the  campaign  are  blogging, partnership,  public report, picture  competition, Facebook, twitter and website  posting.  The budget  was  1560 dollars  for all the  products  with  promotion  being achieved  using  email marketing,  video marketing, direct messaging, search engines and  public relations.  In order to  appeal  full to the  target  audiences  the  primary campaign event occurred  during  the  orientation  week  based on the convenience. Negative  attitude and the uneasiness  of  students to  make their participation  as the primary  barriers were  utilized in  aligning  the objectives, benefits and  limitations for  maximum gain.

 

 

 

           

 

            Work Cited

Schneider, Frank W, Jamie A. Gruman, and Larry M. Coutts. Applied Social Psychology: Understanding and Addressing Social and Practical Problems. Los Angeles: Sage, 2012. Print.

Richtel, Matt. Trying To  Hit  The Brake On  Texting While Driving. 2014. Retrieved from https://www.nytimes.com/2014/09/14/business/trying-to-hit-the-brake-on-texting-while-driving.html

Richtel, Matt. In Study, Texting Rising Crashes 23 Times Higher. 2009. Retrieved from http://www.nytimes.com/2009/07/28/technology/28texting.html?mtrref=www.google.com&gwh=A803E945B16757356B7351387E223CC8&gwt=pay