1. komponenta

Lecture type	Total
Lectures	15
Exercises	30

* Load is given in academic hour (1 academic hour = 45 minutes)

Course objectives:
to acquaint students with the theoretical and practical principles of designing prevention campaigns
Competences that the student will be able to develop through the course:
- understand the role of the media in effective prevention
- use the results of prevention research to plan media activities
- apply the principles of social marketing in social policy planning
- critically analyze existing prevention campaigns in Croatia and the world
- recognize theoretical concepts and mechanisms in marketing and media
- be able to design an independent prevention campaign while respecting the interdisciplinary approach
- monitor the impact of prevention campaigns with the application of methodological principles

Course content:
Media and prevention
Research on the impact of the media on children and young people
Attitudes / Theories of persuasive communication
Development of public campaigns through history / Communication with the media
Social marketing
Elements of a media campaign
Examples of Croatian prevention campaigns
Steps to creating a prevention campaign: problem analysis
Designing the evaluation of prevention campaigns
New technologies and prevention

Knowledge is tested by a written exam.

1. 1. Bašić, J. (2003). Mediji i prevencija poremećaja u ponašanju. (u) Bašić, J. Janković, J. (ur.) Lokalna zajednica Izvorište nacionalne strategije prevencije poremećaja u ponašanju djece i mladih, Državni zavod za zaštitu obitelji, materinstva i mladeži, Povjerenstvo Vlade Republike Hrvatske za prevenciju poremećaja u ponašanju djece i mladih, 151-173.
   2. Bergsma, L.J. & Carney, M.E. (2008). Effectiveness of health-promoting media literacy education: a systematic review. Health Education Research, 23, 3, 522-542.
   3. Cutlip, S., Center, A., Broom, G. (2003). Odnosi s javnošću. Zagreb: Mate.
   4. Ilišin, V., Marinović Bobinac, A., Radin, F. (2001). Djeca i mediji: uloga medija u svakodnevnom životu djece. Zagreb: Državni zavod za zaštitu obitelji, materinstva i mladeži.
   5. Ilišin, V. (2003). Mediji u slobodnom vremenu djece i komunikacija o medijskim sadržajima. Medijska istraživanja, 9 (2) 9-34.
   6. Kanižaj, I. (2004). Previše politizacije, premalo razumijevanja. (u) Malović, S. (ur.) Bogatstvo različitosti. Zagreb: Izvori, 83-117.
   7. Kellner, D. & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. U D. Macedo & S.R. Steinberg (ur.). Media Literacy: A reader (3-23). New York: Peter Lang Publishing.
   8. Steinberg, S.R. (2011). Needed: media and popular cultural literacy. U S.R. Steinberg (ur.) Kinderculture: The corporate construction of childhood (25-27). Westview Press.,
2. 1. Brune, F. (2012). Normalizacija televizije. U Katunarić, D. (priređivač) Carstvo medija: izbornik tekstova. LItteris, Zagreb.
   2. Media + Child and Adolescent Health: A Systematic Review. Commonsense Media.
   3. Miliša, Z., Tolić, M., Vertovšek, N. (2009). MEDIJI I MLADI Prevencija ovisnosti o medijskoj manipulaciji. Zagreb: Sveučilišna knjižara.
   4. Ramonez, I. (2012). Big Brother ili konformizam gnusobe. U Katunarić, D. (priređivač) Carstvo medija: izbornik tekstova. LItteris, Zagreb.
   5. Randolph, W., Viswanath, K. (2004). Lessons learned from public health mass media campaigns: marketing health in a crowded media world. Annual Review of
   public health, 25, 419-437.
   6. Thomas, R. (2008). Health Services Marketing. New York: Springer Science+Bussines Media.
   7. Tolić, M., Miliša, Z., Vertovšek, N. (2010). MLADI ODGOJ ZA MEDIJE, Priručnik za stjecanje medijskih kompetencija. Zagreb: M.E.P. Centar menadžerske knjige.,

Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy
Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy

Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy
Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy