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Community Education and Social Marketing
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A number of terms are often used interchangeably which, in fact, reflect different methods (or refer to different components of methods) to promote the safety and wellbeing of children.
In this review we refer to terms such as “social marketing”, “community education”, “campaigns” and “programs”. These are defined for the purposes of this review.
“Community Education” refers to a “process whereby learning is used for individual, community and global improvement. It is characterised by the integrated involvement of people of all ages, use of community learning resources and research to bring about community change and recognition that people can learn through, with and from each other to create a better world” (Akande 2007). Community education aims to facilitate collective problem solving by community members by equipping them with the knowledge to facilitate action, and through promoting citizen participation and shared decision making (Akande 2007). In the NT, the term “community” may be used to denote people who reside in a particular locality or geographic region, as well as people who are connected through common characteristics or interests, or through cultural and/or historical heritage.
“Social marketing” is the “application of commercial marketing technologies to the analysis, planning, execution, and evaluation of programs designed to influence the voluntary or involuntary behaviour of target audiences in order to improve the welfare of individuals and society” (Donovan and Henley 2010). Drawing on the fields of psychology, sociology, marketing and communication theory, social marketing aims to address the wellbeing of the community to accomplish social good and a community wide behavioural change that is specific, healthy and sustainable (Donovan and Henley 2010). Effective social marketing includes strategies that target change in social environments, communities, social policy, and legislation, rather than solely relying on individuals to change their behaviour (Donovan and Henley 2010; Horsfall, Bromfield et al. 2010).
Kate McGuinness, Fiona Arney, Sally Chessell, and Mary Salveron - Personal Name
978-1-922104-18-2
NONE
Makerting
English
2013
1-60
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