Tobacco Health Effects and Best Practices in Tobacco
Tobacco Health Effects and Best Practices in Tobacco Control
Tobacco Use: Scope of the Problem n n Tobacco use is the leading preventable cause of disease and premature death in the U. S. and the world 1, 400 deaths in Montana each year 430, 000 deaths annually in U. S. 1, 200 each day 5 million world wide
Scope of the Problem Cont. n n There approximately 1. 25 billion smokers in the world, and 800 million of these live in the developing world. By 2020 10 million people in the world will die of tobacco related illnesses
Montana Youth Tobacco Use n n n Ever tried a cigarette Ever smoked daily *Chew/dip/snuff *Cigars, cigarillos *Any tobacco use *past 30 days 1999 70. 3 2005 55. 4 23. 2 15. 2 20. 4 45. 0 15. 2 8. 2 17. 6 31. 4
Adults In Montana 21. 1% of all adults smoke cigarettes and 6% use spit tobacco
The Real Marlboro Man
Everyone Has To Die Sometime. . . But Not Like This Smoking related illness and death can occur at any age. The young man in this photo started smoking at age 13. He died at age 34 from lung cancer brought on by smoking.
Secondhand Cigarette Smoke Each year, secondhand cigarette smoke is responsible for: • 37, 000 deaths from heart disease in adults • 3, 000 deaths from lung cancer in adults • 13, 000 deaths from other cancers in adults • 300, 000 cases of lung infections, such as pneumonia and bronchitis, in infants and young children 200 death per year in Montana
Secondhand Smoke Effects
What can be done about this? Best Practices for Comprehensive Tobacco Control Programs
Goal of comprehensive tobacco control programs is to reduce disease, disability, and death related to tobacco use by: Preventing the initiation of tobacco use among young people Promoting quitting among young people and among adults Eliminating nonsmokers’ exposure to environmental tobacco smoke Identifying and eliminating the disparities related to tobacco use and its effects among different population groups
Comprehensive, Sustainable and Accountable n n n CDC recommends a minimum of $9. 3 million for prevention programs in MT Currently, there is about $6. 3 million each year allocated specifically for prevention In order for a program to be successful, it must include essential components
Nine Components of Comprehensive Tobacco Control n n n Community Programs Chronic Disease Programs School Programs Enforcement n n Statewide Programs Counter-Marketing Cessation Programs Surveillance and Evaluation Administration and Management
1. Community Programs to Reduce Tobacco Use n To achieve individual behavior change that supports the nonuse of tobacco, communities must change the way tobacco is promoted, sold and used while changing peoples knowledge, attitudes and practices.
Community Components Continued Programs involve: n n n People in their homes Work sites Schools Places of worship Entertainment Civic organizations etc.
Examples of Programs n n n Engaging young people to plan and conduct events and campaigns Educational Programs for medical personnel, schools, daycares, & city officials Secondhand smoke campaigns
Examples continued n n Smoking cessation programs by drug and alcohol prevention agencies in addition to medical facilities Include Native American Community and educate about tobacco use and media literacy
Role of Health Communication
2. Chronic Disease Programs to Reduce the Burden of Tobacco. Related Diseases n n Even if current tobacco use stopped, the residual burden of disease among past users would cause disease for decades to come Communities can focus attention directly on tobacco related disease to prevent them and detect them early and addressing additional risk factors
Examples of Chronic Disease programs n Community interventions that link tobacco control interventions with cardiovascular disease prevention n Develop counter-marketing to increase awareness of ETS as a trigger for asthma n Train dental providers to counsel their patients on the role of tobacco use in the development of oral cancer n Expand cancer registries to monitor tobacco related cancers
Role of Health Communications
3. School Programs n School program activities include implementing CDC’s Guidelines for School Health Programs n This includes: tobacco-free policies, evidencebased curricula, teacher training, parental involvement, cessation services and linking efforts with local community coalitions and statewide media and educational campaigns
Example of School based programs n n Best Practices curriculum such as Implementations of Life Skills Training or Towards No Tobacco Use Linking school-based efforts with local coalitions and counter advertising programs. Media Literacy Training Tobacco Free Schools Policy
Role of Health Communications
4. Enforcement n There are two primary policy areas: restrictions on minors’ access to tobacco and on smoking in public place
Example of Enforcement Policy n n No one under 18 allowed to purchase tobacco No one under 18 allowed in any bar or casino where smoking is allowed No smoking allowed in any restaurants (some bars and casinos are exempt) No tobacco products allowed on any public school ground or at public school event
Role of Health Communications
5. Statewide Programs n Statewide programs increase the capacity of local programs by providing assistance on evaluating programs, promoting media advocacy, implementing smoke-free policies, and reducing minors access to tobacco
MTUPP’s role n n n Statewide meetings for Contractors Regional quarterly meetings Advocacy calls on a bi-monthly basis Daily e-mails that provide up to date information on tobacco issues from around the world Contracts with Strategicom, M&R Strategic Services, Quitline, etc
6. Counter-Marketing n Marketing strategies to counter protobacco influences and increase prohealth messages and influences throughout a state, region, or local community. Counter marketing consists of a wide range of efforts, including: paid television, radio, billboard, and print
Examples of Counter Marketing Television spots www. thetruth. com n CDC clips n n Print ads
Local Examples of Counter Marketing
More Examples
7. Cessation Programs n Strategies to help people quit smoking can yield significant health and economic benefits. Effective strategies include: brief advice by medical providers, counseling, and pharmacotherapy.
Local Cessation Efforts n n n Quitline 1 -866 -485 -6868 Information and materials to medical professionals Hospital-based programs at Deaconess Billings Clinic and the VA
8. Surveillance and Evaluation n A surveillance and evaluation system monitors programs for accountability for state policymakers and other responsibilities for fiscal oversight. State evaluation efforts should be coordinated with federal tobacco surveillance programs such as SAMHSA’s National Household Survey on Drug Abuse.
Montana Evaluation n n Statewide Monitoring and Evaluation Group TFY Action Plan State Deliverables TFY Quarterly Report Standardized Data Sources
9. Administration and Management n n An effective tobacco control program requires a strong management structure to facilitate coordination of all of these program components. In Montana, it is the Montana Tobacco Use Prevention Program that provides the fiscal and program management.
Media Literacy: The ability to “read” or “decode” messages in a variety of print and electronic media.
Why Teach Media Literacy? Media is a force that determines culture and peoples’ behavior
Why Teach Media Literacy? Media has a powerful influence on our lives, and especially in the development of our children. It can shape young people’s beliefs and their sense of self and understanding of the world around them…By empowering our young people with a better understanding of the media, we can help them control their relationship with the vast array of media messages they receive in their everyday environment. Hillary Clinton, 1996 Conference on Media in Education
Kids watch between 3 and 4 hours of television each day.
Direct instruction is the best way to counteract the influence of media
I want to take kids’ natural tendency to rebel, and have them apply it - do some critical thinking - so they’ll make choices to rebel against the people that are selling them addictive lifestyles. Peter De. Benedittis, Ph. D.
Research Four studies in New Mexico indicate: Statistical analysis of survey results showed that media literacy presentations helped students question the reality of what they saw in the media. Students were less likely to believe the hyperbole presented in alcohol and tobacco advertising, and they were less likely to identify favorably with the people they saw on TV
Deconstruction Who paid for the media? Who is being targeted? What messages and values are expressed? What kind of lifestyle is presented? Is it glamorized? How? Image available at: http: //www. trinketsandtrash. org
Who paid for the media? Why? Who is being targeted? What text, images or sounds lead you to this conclusion? What is the text (literal meaning) of the message? What is the subtext? What kind of lifestyle is presented? Is it glamorized? How? What values are expressed? What tools or techniques of persuasion are used? What story is not being told? In what ways is this a healthy and/or unhealthy media message?
Student Created Ads
Student Created Ads
Websites n n Coordinated School Health Program: www. cdc. gov/healthyyouth/CSHP/ Preventing Drug Abuse for Parents and Teachers: http: //www. nida. nih. gov/parentteacher. html California Based Guide to Healthy Schools and Children http: //www. gettingresults. org/ New Mexico Media Literacy Project: http: //www. nmmlp. org/
Websites Center for Media Literacy: http: //www. medialit. org/ Teen Health and the Media: http: //depts. washington. edu/thmedia/ http: //www. optimalhealthconcepts. com/Fergus. HS. pdf http: //www. optimalhealthconcepts. com/Lewistown. Drugs. pdf http: //www. optimalhealthconcepts. com/Lewistown. htm
Jackie Lloyd and Ernie Randolfi www. Optmal. Health. Concepts. com Prevention@Optimal. Health. Concepts. com
For More Information: n Jackie Lloyd, MSU-B, 657 -2927 n Katie Mayer, YCCHD, 651 -6437
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