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It is a health education truism that instructional material will be more effective when audience characteristics are taken into account at the outset of program development. One strategy for disseminating relevant health information to individuals is known as "tailored messaging," which accounts for intra-individual information processing needs. This customized approach to health communication is proposed to catch individuals' attention and have a positive effect on cognitive-behavioral responses to health information. Because of the increased attention this communication strategy has received within the recent health education literature, this paper (1) revisits the origins of tailored communication, (2) contrasts tailored versus targeted communication, (3) outlines potential problems and weaknesses of tailoring, (4) discusses challenges associated with implementing and evaluating tailored health interventions, and (5) proposes a path and recommendations for the future of tailored messaging in health education. Future research should consider developing empirical models of tailoring to help clarify pathways for successful application. In addition, health education researchers should come to a consensus regarding whether tailoring represents a cost- effective, feasible alternative to targeted messaging. (Contains 4 tables.)

This study aims at providing evidence of the effectiveness of the Program-Guide to Develop Emotional Competences in promoting positive parenting. Contextual, institutional, methodological and professional issues were taken into account to develop a social innovation experience to support parenting as a preventive measure to family conflicts. The study describes both the contents of the Program-Guide and the methodological and evaluation issues that trained professionals need to consider when delivering the Program-Guide to families in natural contexts. Information was gathered and analyzed from 259 parents with children of ages 1-18 who participated in 26 parent training groups. A pre- and post-test design showed that after finishing the sessions parents perceived themselves more competent as parents according to the five dimensions of parenting competences considered: (1) emotional self-regulation abilities; (2) self-esteem and assertiveness; (3) communication strategies; (4) strategies to solve conflicts and to negotiate; and (5) strategies to establish coherent norms, limits and consequences to promote positive discipline. The study presents a discussion on these results from evidence-based parenting programs, as well as some strengths and limitations of the study, together with some suggestions for further research. [ABSTRACT FROM AUTHOR]

The complexity of development and social change and growing tensions between dominant results-based and emerging learning and improvement-based approaches to evaluating development interventions have created major challenges for the evaluation of communication for development (C4D). Drawing on our recent research, we identify significant tensions, challenges and issues in evaluating C4D. They include contextual and institutional challenges, problems with attribution and unrealistic timeframes, a lack of capacities in both evaluation and C4D, and a lack of appreciation, funding and support for approaches that are more appropriate for the evaluation of C4D. We propose various strategies that can help to address these challenges and issues, including using a rigorous mixed methods approach, and implementing long-term, holistic evaluation capacity development at all levels and our new framework for evaluating C4D. These and other strategies can help to create a supportive environment in which new ideas and approaches can flourish, more sustainable outcomes of C4D can be achieved, and C4D organisations can become more sustainable and effective. The implications for C4D policy are considered. [ABSTRACT FROM AUTHOR]