the science of communicating about brain development
TRANSCRIPT
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Emilie L’Hôte, Senior Researcher & Manager of Qual. Research, PhD
The Science of Communicating about Brain
Development
27 September 2018
5 Ways to Win Hearts and Minds
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Introduction
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A MULTIDISCIPLINARY APPROACH TO COMMUNICATIONS
DESIGN & DIGITAL
MEDIA
ADMINISTR
ATION
SOCIOLO
GY
POLITICAL
SCIENCE ANTHROPOLOGY &
PSYCHOLOGY
PUBLIC HEALTH
LANGUAGE &
LINGUISTICS
ADVOC
ACY
COMMUNICATIONS,
CAMPAIGNS, & MEDIA
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SCIENCE OF EARLY
CHILDHOOD
CHILD MALTREATMENT
OUTCOMES FOR CHILDREN, FAMILIES AND
COMMUNITIES
CHILD MENTAL
HEALTH
Harvard Center for the Developing Child
Alberta Family Wellness Initiative (Canada)
National Society for the Prevention of Cruelty To Children (UK)
SOCIAL, EMOTIONAL AND ACADEMIC
DEVELOPMENT Aspen Institute
Big Lottery Fund: A Better Start (UK)
EARLY CHILDHOOD
DEVELOPMENT Centre for Community Child Health at The Royal
Children’s Hospital PERCEPTIONS OF
PARENTING Parenting Research
Centre
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Expert
Interviews
21
Media Content &
Field Frame
Analysis
592
On-the-Street
Interviews
146
Persistence
Trials
60
Usability
Trials
26
Survey
Experiments
11,300
Sample Size:
12,185
E
Cultural Model
Interviews
40
CM OTS
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HOW WE
COMMUNICATE CAN
CHANGE HEARTS
AND MINDS
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... AND THE WORLD
HOW WE
COMMUNICATE CAN
CHANGE HEARTS
AND MINDS
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#1: Remember That Frames Shape Understanding
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Sets of choices about how information is
presented
WHAT ARE FRAMES?
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EMPHASIS
EXPLANATIO
N UNSAID
WHAT ARE FRAMES?
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FRAMES SHAPE UNDERSTANDING
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-6
-5
-4
-3
-2
-1
0
1
2
3
4
5
6
7
8
Future Progress/Social Prosperity Vulnerability
Issue Salience and Support for Evidence-Based CMH Policies
*
*
Pe
rcen
t C
han
ge v
s.
Co
ntr
ol
* = P<.01
FRAMES SHAPE UNDERSTANDING
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#2: Find Out What You Are Up Against
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Expert/Advocate Public
YOU SAY… THEY THINK
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Expert/Advocate
AAA
Public
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Expert/Advocate
AAA BBB
Public
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Expert/Advocate
Persistent stress can derail
development and have
negative long-term effects on
health and well-being.
Public
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Expert/Advocate Public
Persistent stress can derail
development and have
negative long-term effects on
health and well-being
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Persistent stress can derail
development and have
negative long-term effects on
health and well-being
Expert/Advocate Public
CULTUR
E
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“People approach the world not as naive, blank-slate
receptacles […], but rather as experienced and
sophisticated veterans of perception who […] see events
and objects in the world in relation to each other and in
relation to their prior experience. This prior experience or
organized knowledge then takes the form of expectations
about the world, and in the vast majority of cases, the
world, being a systematic place, confirms these
expectations, saving the individual the trouble of figuring
things out anew all the time.” Tannen, 1993:
21
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CULTURAL MODELS HELP US “THINK
FAST”
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Shared (“cultural”) patterns of
thinking about a given topic
CULTURAL MODELS HELP US “THINK
FAST”
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Taken-for-granted,
automatic assumptions
CULTURAL MODELS HELP US “THINK
FAST”
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Taken-for-granted,
automatic assumptions
Interpret, organize
and make meaning
CULTURAL MODELS HELP US “THINK
FAST”
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CULTURAL MODELS
OF EARLY CHILD
DEVELOPMENT
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DEVELOPMENT =
INVISIBLE PROCESS
FAMILY BUBBLE INDIVIDUALISM KIDS ARE
SPONGES/LITTLE ADULTS
CHILDREN ARE
THE FUTURE
FATALI
SM
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#3: Avoid Communications Traps
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CORRECTING MISPERCEPTIONS
BACKFIRES
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CORRECTING MISPERCEPTIONS
BACKFIRES
Skurnik et al 2005. Journal of American Medical
Association
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#4: Use the Power of “How”
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“understanding and experiencing one
kind of thing in terms of another.”
Lakoff & Johnson, 2003
(5)
EXPLANATORY METAPHOR
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“[o]ur ordinary conceptual system, in
terms of which we both think and act,
is fundamentally metaphorical in
nature.”
Lakoff & Johnson, 2003
(3)
EXPLANATORY METAPHOR
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EXISTING COGNITIVE
PROCESS HIGHLIGHT / OBSCURE
FEATURES
MEMORY TOOL
STICKY
EXPLANATORY METAPHOR
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BRAIN
ARCHITECTURE
SERVE AND
RETURN
TOXIC STRESS
RESILIENCE
SCALE
METAPHORS OF BRAIN DEVELOPMENT
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Brain
Architecture
The story you are telling:
Redirect public perceptions away
from:
Move public thinking towards:
The basic architecture of the
brain is constructed through an
ongoing process that begins
before birth and continues into
adulthood.
• Development starts early and requires
quality resources
• This is an active process that happens
in phases
• What happens early on has long-lasting
consequences
• Children are sponges/little adults
• Black box model of development
• What children can’t remember doesn’t
matter
• Self-makingness
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#5: Tell A Story
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A WELL-FRAMED STORY
‣VALUES ‣ VALUES
‣EFFICACY
‣SOLUTIONS
‣ METAPHORS
‣EXAMPLES
‣EXPLANATION
S
What is this about?
How does this work?
If it’s not working, why not?
What can we
do?
Who has
responsibility?
Why does this
matter?
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Why does this
matter to society?
What can we do
about it?
What’s this about?
How does this
work?
If it isn’t working,
why not?
Our shared prosperity
is at stake
Brains get built like houses:
foundations matter
Supportive interactions build
brains
Resilience is like a dynamic
scale
Toxic stress disrupts brain
construction
Your program/policy
solution here
A WELL-FRAMED STORY OF EARLY
CHILDHOOD DEVELOPMENT
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Thank you!
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