Using a Game Theory approach to explore mechanisms underlying effects of social norms on health related attitudes and behaviour in young people: implications for public health intervention design

*THIS IS A RE-ADVERTISED PROJECT* *INTERVIEWS WILL BE HELD ON, WEDNESDAY 8 MARCH 2017*

Dead Cool is a smoking prevention programme delivered in secondary schools comprising four lesson plans and accompanying resource pack and videos on a DVD. It aims to reduce the number of young people who start smoking and encourage them to challenge those who influence smoking behaviour such as friends, parents, other family members, and explore the influence of direct and indirect cigarette placement in the media.

While a recent trial showed positive findings in terms of effects on smoking attitudes, further work was called for to explore the generalizability of the findings and to understand better the possible mechanisms of action. The present proposal aims to address this gap.

Using data from pupils in schools implementing Dead Cool in the coming academic years, we will explore the following research questions using novel insights from Game Theory experiments:

To what extent are changed attitudes to smoking following participation in Dead Cool mediated by changed perceptions of and compliance with social norms?

To what extent are social norms effects on smoking attitudes moderated by the characteristics of the individual, her peer social networks in her class and her school?

To what extent can the model of social norms elicited from the experiments be reconciled with extant theories of social norms versus those of social preferences?

REQUIREMENTS

PLEASE NOTE: The project will involve Regulated Activity (working with children and/or vulnerable groups)

The successful applicant will be required to supply their details to the School Postgraduate Office in order for a criminal history check to be undertaken (Enhanced Disclosure Checks). The project will be conditional on the successful applicant being issued with a satisfactory Enhanced Disclosure Certificate.

ACADEMIC

Candidates should have or expect to obtain a 2:1 or higher Honours degree or equivalent in a relevant biomedical or life sciences subject.

ENGLISH LANGUAGE

Candidates applying from countries where the first language is not English should produce evidence of their competence through a qualification such as IELTS or TOEFL score.

The minimum recommended score for the School of Medicine, Dentistry and Biomedical Science is:
• IELTS score of 6.0 with not less than 5.5 in each of the four component elements of listening, reading, speaking and writing taken within the last 2 years;
• TOEFL score of 80+ (internet basted test), taken within the last 2 years, with minimum component scores of; Listening 17, Reading 18, Speaking 20, Writing 17);
• A valid Certificate of Proficiency in English grade A or B;
• A valid Certificate of Advanced English grade A; or
• A first or upper second class honours degree from a university based in the UK, Republic of Ireland or other suitably quality assured location in a country deemed by the UK Border Agency to be majority English speaking.

For a list of English Language qualifications also accepted by the School and University please see the following link:
http://www.qub.ac.uk/International/International-students/Applying/English-language-requirements/

The English Language Unit (ELU) offers both pre-sessional and in-sessional courses in English for academic purposes and study skills. Courses vary in length and full information can be obtained from the ELU http://www.qub.ac.uk/tefl/