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Abstract
This paper discusses the applied aspects of our Drug Resistance Strategies Project. We argue that a new definitional distinction is needed to expand the notion of “applied” from the traditional notion of utilizing theory, which we call “applied.1,” in order to consider theory-grounded, theory testing and theory developing applied research. We label this new definition “applied.2” research. We then explain that our descriptive work describing the social processes of adolescent substance use, identity and use, and drug norms, as well as the subsequent development and dissemination of our keepin' it REAL middle school substance use curriculum are examples of “applied.1” work. In the “applied.2” realm, we include our theory testing (e.g., tests of multiculturalism, narrative and performance theories, the Focus Theory of Norms) and theory-developing (e.g., parent–child communication, cultural grounding) research as well our new directions in theory development (e.g., adaptation processes). We conclude with a call for space in the discipline for “applied.2” work that builds and tests theory through application to significant social issues that contribute to our communities. We note obstacles in departmental and scholarly norms but express optimism about the prospects for “applied.2” research in the future of communication research.
Acknowledgements
This publication was supported by Grant Number R01DA021670 from the National Institute on Drug Abuse to The Pennsylvania State University (Michael Hecht, Principal Investigator). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the National Institutes of Health.
Notes
1. Others in the field of communication have since taken up this line of investigation. See, for example, the work of Nancy Harrington (Citation1995).
2. Space precludes a fuller discussion of future directions. For example, extensions are commencing to examine the effects of active production of health messages on the producers based on the work of Banerjee and Greene (Citation2007) as well as the application of the DRS approach to encourage Latinas to resist sexual pressure (Anne Norris, PI) and to promote sun safety (Lori Crane, PI). One of the main directions in prevention research is the development and evaluation of components of a comprehensive prevention strategy. To this end we hope to use a branding strategy (Evans & Hastings, Citation2008) for developing and testing media and online/social networking components as well as developing and testing a parent intervention component targeted to parent–child communication styles.
3. A movement toward applied.2 research will necessarily require a shift in the culture of the discipline and this has been written about in other places (Hecht, Citation2009). While we are excited about the engaged, applied work that we are able to accomplish, too many of our junior colleagues are still disadvantaged by publication and performance evaluation norms that devalue this type of team-based research required in community settings. We no longer believe that our job consists only of testing theories in an ivory tower vacuum and we hope the in the future, the lines between “basic” and “applied” research will continue to blur in the communication discipline and more rigorous, community-based based tests of theories are examined in light of significant outcomes.