Key factors that can increase the effectiveness of a communication or persuasive

1. • One-Sided vs. Two-Sided Arguments: Two-sided arguments (presenting both sides and refuting the opposing view) are generally more persuasive, especially with a skeptical audience.

2. The Audience (To Whom They Say It): Characteristics of the target matter.

   • Self-Esteem: People with moderate self-esteem are most easily persuaded. Those with low self-esteem may not pay attention, while those with high self-esteem may be too confident in their own views.  
   • Prior Experience: Pre-existing beliefs and attitudes influence how people interpret information.  
   • Age and Intelligence: Younger audiences may be more susceptible to emotional appeals, while more intelligent audiences may respond better to logical arguments.

Applying Persuasion Principles to Teen Suicide Reduction:

The risk of social proof increasing suicide is real. Therefore, extreme caution is necessary. I would not interview troubled teens on camera. Instead, I would focus on:

• Source: Interviewing credible experts (e.g., psychologists specializing in adolescent mental health) and relatable young adults who have overcome struggles. These young adults should not have a history of public struggles with suicidal ideation. They should be presented as positive role models who sought help and found healthy coping mechanisms.
• Communication: Focus on messages of hope and resilience. Avoid sensationalizing suicide or providing detailed descriptions of methods. Emphasize the availability of help and resources. Present two-sided arguments, acknowledging the challenges teens face but highlighting the positive outcomes of seeking support.  
• Audience: Target messages to teens' specific concerns (e.g., social pressure, academic stress). Use language and channels they understand and engage with (e.g., social media, popular TV shows).

Example Interview Questions (for young adults):

• "What were some of the challenges you faced during your teenage years?"
• "What helped you get through those difficult times?"
• "What advice would you give to other teens who are struggling?"
• "Where can teens go for help if they're feeling overwhelmed or hopeless?"

Drunk Driving Educational Program:

Given the students' initial skepticism and peer pressure, a multi-pronged approach is needed:

• Audience: Recognize the developmental stage of high schoolers. They value independence and may resist being told what to do. Address peer pressure directly.
• Source: Use a variety of credible sources:
  • Experts: Doctors or trauma nurses who have witnessed the consequences of drunk driving.  
  • Peers: Students who have made positive choices and can articulate their reasons. These could be students who have lost friends in drunk driving accidents.
  • Victims: Individuals whose lives have been impacted by drunk driving accidents (but focus on the impact, not graphic details).
• Message:
  • Two-Sided Appeals: Acknowledge the perceived "fun" of drinking but emphasize the severe risks and consequences, including legal, social, and physical repercussions.
  • Emotional Appeals: Use stories of real people impacted by drunk driving to connect with the audience emotionally (but avoid excessive fear-mongering).
  • Interactive Exercises: Simulations or role-playing scenarios can help students understand the impact of alcohol on reaction time and judgment.  
  • Social Norming: Highlight statistics showing that most students don't drink and drive. This can counteract the perception that it's a common or acceptable behavior.
  • Peer-Led Campaigns: Empower students to create their own anti-drunk driving messages and initiatives.  

Getting Around "Turning Off":

• Indirect Persuasion: Integrate messages into popular culture (e.g., partnerships with local musicians or social media influencers).
• Humor: Use humor to engage the audience and make the message more palatable (but avoid trivializing the issue).
• Storytelling: Personal stories can be powerful and memorable.
• Interactive Activities: Engage students actively in the learning process.
• Focus on Short-Term Consequences: Teens are often more concerned with immediate consequences (e.g., getting caught by parents, embarrassment) than long-term risks (e.g., health problems).  

Relevant Studies:

• Social Norming Theory: This theory suggests that people's behavior is influenced by their perceptions of what is "normal" or acceptable. Highlighting that most teens don't drink and drive can be an effective strategy.
• Elaboration Likelihood Model (ELM): This model suggests that there are two routes to persuasion: the central route (logical arguments) and the peripheral route (emotional appeals, source credibility). The best approach depends on the audience and the situation.  
• Fear Appeals Research: Studies have shown that moderate fear appeals with specific instructions on how to avoid the danger are most effective. High-fear appeals can lead to denial.  

By carefully considering these factors and using a multi-pronged approach, it's possible to design effective programs to reduce both teen suicide and drunk driving. The key is to understand the target audience, use credible sources, craft compelling messages, and find ways to engage them actively in the learning process

Let's break down Aronson's persuasion factors and apply them to the challenging task of reducing teen suicide and drunk driving.

Aronson's Persuasion Triad:

1. The Source (Who Says It): Credibility and attractiveness are key.

   • Credibility: Expertise and trustworthiness matter. People are more persuaded by those they perceive as knowledgeable and unbiased.
   • Attractiveness: This can be physical attractiveness, likability, or similarity to the audience. We tend to listen more to people we find appealing or relatable.

2. The Communication (How They Say It): Logic and emotion are at play.

   • Reason vs. Emotion: The balance depends on the audience and the issue. Emotional appeals can be powerful, but too much can backfire. Logical arguments are more effective when the audience is analytical.  
   • Fear Appeals: These can be effective if they are moderate and include specific instructions on how to avoid the danger. High-fear appeals can lead to denial.