date: Mon, 27 Oct 2003 14:10:23 -0500 x-mimeole: Produced By Microsoft MimeOLE V5.50.4807.1700 from: subject: The Frameworks Institute: Publications and Products - Kids Count E-Zines - Issue No. 7 content-type: multipart/related; boundary="----=_NextPart_000_0071_01C39C94.0FEC8EC0"; type="text/html" mime-version: 1.0 This is a multi-part message in MIME format. ------=_NextPart_000_0071_01C39C94.0FEC8EC0 content-type: text/html; charset="Windows-1252" content-transfer-encoding: quoted-printable content-location: http://www.frameworksinstitute.org/products/issue7elephants.shtml Issue No. 7: Topic= : Don't Think About Elephants: Avoid This Trap in Your Communications</TIT= LE> <META http-equiv=3DContent-Type content=3D"text/html; charset=3Dwindows-12= 52"><LINK=20 media=3Dscreen href=3D"http://www.frameworksinstitute.org/style.css" type= =3Dtext/css=20 rel=3DStyleSheet> <META content=3D"MSHTML 5.50.4912.300" name=3DGENERATOR> <!--[if gte mso 9]><xml> <mso:CustomDocumentProperties> <mso:SPSDescription msdt:dt=3D"string">This E-Zine explains that research = from the cognitive sciences suggests that the tactic of starting where you= r audience starts is a trap, and is likely to result in your reinforcing o= ld frames, not helping your audience appreciate new ones.</mso:SPSDescript= ion> <mso:TypeOfDocument msdt:dt=3D"string">Internet Publication</mso:TypeOfDoc= ument> <mso:DefinedKeywords msdt:dt=3D"string">;#public opinion;#framing;#</mso:D= efinedKeywords> <mso:PersonalAuthor msdt:dt=3D"string"></mso:PersonalAuthor> <mso:CorporateAuthor msdt:dt=3D"string">FrameWorks Institute; Annie E. Cas= ey Foundation</mso:CorporateAuthor> <mso:MediaFormat msdt:dt=3D"string">.mht</mso:MediaFormat> <mso:FreeFormKeywords msdt:dt=3D"string"></mso:FreeFormKeywords> <mso:Location msdt:dt=3D"string">KM</mso:Location> <mso:IDNumber msdt:dt=3D"string">02-053</mso:IDNumber> <mso:DocumentName msdt:dt=3D"string">don't think about elephants</mso:Docu= mentName> <mso:Date msdt:dt=3D"string">2003</mso:Date> <mso:Action msdt:dt=3D"string">KM System</mso:Action> <mso:Geographic_x0020_Type msdt:dt=3D"string"></mso:Geographic_x0020_Type> <mso:Owner msdt:dt=3D"string"></mso:Owner> <mso:Core_x0020_Results msdt:dt=3D"string"></mso:Core_x0020_Results> <mso:Geographic_x0020_Place msdt:dt=3D"string"></mso:Geographic_x0020_Plac= e> <mso:Website msdt:dt=3D"string">Yes</mso:Website> <mso:Audience_x003a__x0020_Internal_x0020_vs._x0020_External msdt:dt=3D"st= ring"></mso:Audience_x003a__x0020_Internal_x0020_vs._x0020_External> <mso:Core_x0020_Capacities msdt:dt=3D"string"></mso:Core_x0020_Capacities> </mso:CustomDocumentProperties> </xml><![endif]--> </HEAD> <BODY bgColor=3D#ffffff leftMargin=3D0 topMargin=3D0 MARGINHEIGHT=3D"0" MA= RGINWIDTH=3D"0"> <TABLE cellSpacing=3D0 cellPadding=3D0 width=3D"100%" border=3D0> <TBODY> <TR> <TD vAlign=3Dtop align=3Dmiddle=20 background=3Dhttp://www.frameworksinstitute.org/images/ezine-hd-bkd.jp= g><IMG=20 height=3D97 src=3D"http://www.frameworksinstitute.org/images/ezine-h= d.gif"=20 width=3D612></TD></TR></TBODY></TABLE> <TABLE cellSpacing=3D0 cellPadding=3D15 width=3D"100%" border=3D0> <TBODY> <TR> <TD vAlign=3Dtop><!-- Page Content Begins Here --><B>Issue No. 7<BR>To= pic:=20 DON'T THINK ABOUT ELEPHANTS:<BR>Avoid This Trap in Your Communicatio= ns</B> <P><FONT face=3Dgeorgia,times,aria size=3D2><I>Many people believe t= hat the=20 very structure of a conversation must be organized to "start where y= our=20 audience starts." Research from the cognitive sciences suggests that= this=20 tactic is a trap, and is likely to result in your reinforcing old fr= ames,=20 not helping your audience appreciate new ones. What follows is a sim= ple=20 outline of the interaction between speaker and audience, using a=20 traditional pattern of discourse. It is followed by a critique and a= =20 suggested reframing.</I></FONT>=20 <P><B>SPEAKER SAYS:</B> Today I'm going to talk to you about the ani= mals=20 of Africa.=20 <P><B>AUDIENCE THINKS:</B> Animals of Africa? What do I know about a= nimals=20 of Africa? Not much. Any cues here for how to think about this?=20 <P><B>SPEAKER SAYS:</B> But I don't want you to think only of elepha= nts.=20 <P><B>AUDIENCE THINKS:</B> Oh, yeah. They have elephants in Africa. = Lots=20 of elephants. I can now see elephants in Africa in my mind.=20 <P><B>SPEAKER SAYS:</B> Because it's really not about elephants. The= y are=20 far less numerous than other species.=20 <P><B>AUDIENCE THINKS:</B> OK, there are lots of elephants. But also= lots=20 of something else.=20 <P><B>SPEAKER SAYS:</B> The animals that dominate Africa are really= =20 giraffes, not elephants.=20 <P><B>AUDIENCE THINKS:</B> Giraffes, huh? Yeah, I know what a giraff= e=20 looks like. Smaller than an elephant. I've had several minutes to th= ink=20 about elephants. And I've now got three elephants in my head (count = them=20 above), and only one giraffe. It's elephants I see when I close my e= yes,=20 not giraffes.=20 <P><B>MORAL OF THE STORY:</B><I> When you give people immediate cues= to=20 help them conceptualize and categorize, you are then working uphill = to=20 displace that frame. That is especially true when you first reinforc= e what=20 they already believe or are familiar with, then attempt to contest i= t.</I>=20 <P><B>WHAT THE SPEAKER SHOULD HAVE SAID:</B> I want to talk to you a= bout=20 the animals of Africa, especially the giraffe, the most populous spe= cies=20 on the continent. Giraffes abound in all parts of Africa, stretching= their=20 giant necks from South Africa to Chad, and from Guinea to Somalia. T= here=20 are more giraffes per person in Africa than there are cars in Califo= rnia.=20 And while other animals also abound - elephants, lions, tigers, zebr= as -=20 there are four giraffes for all of these animals combined. Giraffes = rule.=20 <P><B>MORAL OF THIS STORY:</B> <I>You have first conjured the image = of the=20 giraffe and made it highly visual before bringing in other animals. = You=20 have given people cues about "how many" giraffes there are and have = given=20 them two "social math" comparisons to bring it home. While you have= =20 acknowledged other animals, as you first set out to do in the origin= al=20 example, you have contextualized these animals so that we can dismis= s=20 them. And you have summed up your introduction with a clear statemen= t that=20 this is about giraffes.</I>=20 <H3>FALLING INTO THE ELEPHANT TRAP IN FRAMING CHILDREN'S ISSUES:</H3= >It's=20 important to recognize standard advocacy practices or habits of spee= ch=20 that fall into the "elephants" category. Here are five examples Fram= eWorks=20 sees in many child advocacy communications. In each case, we explain= =20 what's wrong and reframe.=20 <P><B>EXAMPLE #1:</B> <B>"It's not just minority children who suffer= from=20 these problems but other children as well."</B>=20 <P><B>What's Wrong With This Framing?:</B> You have first conjured u= p the=20 image of minority children, then you come behind it with the far les= s=20 vivid notion that it's also about "other" children, an "add on" that= =20 cannot compete with the first statement. Remember: once the audience= has=20 identified the story you are telling them (it's about minority kids)= , they=20 stop processing information.=20 <P><B>Reframe:</B> (Assuming this is a widespread problem we are=20 addressing, like children's oral health) Many children suffer from t= hese=20 problems: kids in neighborhoods like your own, kids in middle class = and=20 poor neighborhoods. Minority children are most likely to suffer from= these=20 problems.=20 <P><B>EXAMPLE #2:</B> <B>Most people think that the reason kids can'= t get=20 good day care is because their parents don't have the right informat= ion to=20 evaluate programs. In fact, there aren't enough good programs to cho= ose=20 from; it's a supply problem, not a demand problem.</B>=20 <P><B>What's Wrong With This Framing?:</B> You've just reminded peop= le of=20 the frame they believe to be true, so you've reinforced their domina= nt=20 frame. You thought you were using it as a "straw man," only to revea= l that=20 "it's not what you think it is." But once you've reminded people of = the=20 story they already believe explains the phenomenon, no amount of=20 subsequent facts or substitute frames are likely to dislodge it.=20 <P><B>Reframe:</B> We have a supply problem in the day care industry= , not=20 a demand problem. Parents can't get access to quality day care becau= se it=20 doesn't exist. It is an insult to provide more and more consumer=20 information to help parents tell the difference between bad and good= day=20 care, when there are so few good centers to begin with. We're sendin= g=20 parents on a wild goose chase, when we should be fixing the system.= =20 <P><B>EXAMPLE #3:</B> <B>Even though our state ranks 49th in the cou= ntry,=20 we still have some wonderful progress to share with you on several k= ey=20 indicators of child well-being.</B>=20 <P><B>What's Wrong With This Framing?:</B> When you lead with a vivi= d=20 image like ranking low on a ruler, the emotion evoked is likely to b= e a=20 sense of hopelessness. You have conveyed "Big Problems" to the liste= ner,=20 and then you come in with "Small Progress."=20 <P><B>Reframe:</B> We are making some significant progress on a numb= er of=20 children's issues in this state. And that progress should inspire us= to=20 tackle more problems, and to bring solutions to scale in this state.= We=20 need to think of our state as the Little Engine that Could, and appl= y some=20 determination to the problems children face.=20 <P><B>EXAMPLE #4:</B> <B>You are all familiar with the pictures we s= ee on=20 the evening news of teenage superpredators, kids bringing guns to sc= hool,=20 etc. But what you won't see is the fact that youth crime is actually= down=20 nationwide and in our state. Your teenager is much safer in school t= han=20 driving home from school. Teens are much more likely to be the victi= ms of=20 highway accidents than they are to be victims of school shootings.</= B>=20 <P><B>What's Wrong With This Framing?:</B> In order to get the liste= ner's=20 attention, this communications resorts to sensationalism or familiar= ity.=20 The essential positioning is: I'm going to talk to you about somethi= ng you=20 see all the time, instead of something arcane. But by playing on the= =20 popular notion of teen perpetrators, you have conjured a very powerf= ul=20 model, an "elephant" that won't be easy to dismiss. After setting up= the=20 boogeyman, this communications then tries to reassure us. But in doi= ng so,=20 it tells us that our child is at risk for a different problem than t= he one=20 we thought. Far from being reassuring, this just promotes the notion= that=20 all children are at risk for everything and likely produces a respon= se of=20 over-protection. Finally, by ending on the note of "school shootings= ,"=20 this communications trumps its own intended reframe by leaving the=20 listener with exactly the image it set out to refute.=20 <P><B>Reframe:</B> As parents, our job is to figure out what obstacl= es and=20 dangers our children are likely to encounter and to help prevent the= m. We=20 need to pay more attention to highway safety, as it is here that tee= ns are=20 most likely to be at risk and it is here that we can make the bigges= t=20 difference in personal actions and public policies to prevent harm.= =20 <P><B>EXAMPLE #5:</B> <B>I want to talk to you today about child pov= erty.=20 And how it affects the lives of children in urban and rural areas, i= n=20 working and welfare families, in single and two-parent families, and= in=20 many settings across America. There is no one face of a child in pov= erty.=20 </B> <P><B>What's Wrong With This Framing?:</B> When you begin a communic= ation=20 by telling the listener what "this is about," you had better be very= =20 careful that the frame you deploy is not one that comes complete wit= h many=20 associated pictures, values and ideas. Child poverty in this=20 communications acts as a prime, that is, it is such a powerful frame= - so=20 developed in people's minds - that it colors the rest of the=20 communications. Despite what this speaker intended about diversifyin= g the=20 definition of child poverty, the image s/he has conjured up is likel= y to=20 be inner city, African American children. Similarly, if we started a= =20 communication by saying "I want to talk to you about teenagers,"=20 FrameWorks research would suggest that we would be likely to prime t= he=20 subsequent discussion with an image of silly, self-absorbed, lazy,=20 materialistic kids - all part of the "teenager" frame. When you are = trying=20 to address an issue that comes with a highly developed frame (welfar= e,=20 child care, bad parents, etc.), you may be better advised to come at= it by=20 avoiding that frame or substituting a frame that opens people up to = a=20 different way of thinking about that issue.=20 <P><B>Reframe:</B> As Americans, we believe that everyone should get= a=20 shot at the American dream - work that pays, owning a home, having e= nough=20 to eat, raising our children in communities that are safe, getting a= n=20 education. But many children start the race with a handicap. And tha= t=20 handicap happens early, even before our schools can help get kids on= track=20 for achievement. That handicap is poverty, and the research tells us= that=20 it is sending too many of our children to school ill prepared to lea= rn. A=20 hungry child can't learn, and a child whose brain has not been stimu= lated=20 early has a harder time learning in school. This handicap can be rev= ersed,=20 but we have to recognize how it affects children and how it denies t= hem=20 the chance of success that is so central to American values of oppor= tunity=20 and prosperity.=20 <P><B>SO=85</B>..before you put out a news release or frame a soundb= ite or=20 draft a speech, ask yourself if you have any ELEPHANTS lurking in yo= ur=20 communications!=20 <P><!-- Page Content Ends Here --> <P> <P> <HR width=3D"65%" SIZE=3D1> <CENTER> <H6>COPYRIGHT =A9 2003 - THE FRAMEWORKS INSTITUTE</H6></CENTER><BR>&= nbsp;=20                    = ;=20                    = ;=20                    = ;=20                    = ;=20                    = ;=20                    = ;=20                    = ;=20                    = ;=20                    = ;=20                    = ;=20         </TD></TR></TBODY></TABLE><BR>  </B= ODY></HTML> ------=_NextPart_000_0071_01C39C94.0FEC8EC0 content-type: image/gif content-transfer-encoding: base64 content-location: 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