Don't believe the hype!

NEA Today, Jan 2000

Many kids get their health information from the media, but headlines, soundbites, and information on the Internet.can be misleading. How can NEA

members help students distinguish facts from myths? Rena Large of NEWs Health Information Network recently served on a Harvard University steering committee to help consumers take charge of health information. She offers these insights.

Why are there so many conflicting health reports in the media?

Rapid changes in science and technology have led to health advances that make the news virtually every day. The emergence of the Internet has also increased access to health information. But media sources-- even reliable ones-don't always tell the whole story. Instead, they report flashy findings or startling statistics without providing context or supporting information.

Where are kids getting their information on health?

According to a recent survey of kids ages 10 to 13 by the Henry J. Kaiser Family Foundation, preteens cite moms as their top source of information on AIDS, sex, violence, drugs, and alcohol. But by age 13, moms drop to the number five source (cited by 38 percent of teens), behind the Internet (39 percent), teachers/schools (44 percent), TV/movies (61 percent), and friends (64 percent).

How should students analyze health information?

The first step is to ask what message is being conveyed. It's important to focus on the facts, not the presentation. Media sources often personalize information, using emotional testimonials or warnings to make it more interesting. Teens should also make it a habit to look at all sides of a story.

Once students have identified the main point, they need to identify the original source. Is that source, for instance, a university, a nonprofit association, or a pharmaceutical company? If the original source is not obvious, the reporting source CTV radio, newspaper, or advertisement) should be able to indicate where the information came from.

How can students tell if the source is reliable? Students should think about what motives the source might have for promoting the information. The next step: Look for corroborating information. What other studies or reports have been done on the topic or issue? Do experts in the field agree with the findings?

How can educators help students determine what information is valuable?

First, determine how a reported health risk or issue might affect students. Then, frame the information in immediate terms, Many children, particularly adolescents and teenagers, don't respond to warnings about the long-term consequences of their current behaviors. The risk of getting cancer in the distant future, for example, may not convince students not to smoke, but short-term risks-like yellowing teeth, bad breath, and shortness of breath-might deter them. Learning to analyze the different ways a health finding may impact them, today and in the future, can help students decide if they should act on the message.

In addition, students who decide that a finding does concern them should think about what lifestyle changes they can make to reduce risks. They should also realize that, when it comes to health, what their peers choose to do may not be the right course for them to follow.

How can educators boost kids' analytical skills?

Giving kids assignments that require further research or investigation are perfect ways to introduce them

to the concept of objec

tively examining information and deciding if it is relevant and-reliable. Science and math assignments, in particular, can be ideal for teaching kids to be health detectives, examining a piece of evidence, or calculating the probability of risk.

With a recent news report about a new cancer-prevention drug or an after-school TV special about eating disorders, you can both make connections with classroom subjects and initiate classroom discussions about health issues.