1.1. Reducing Mothers’ and Daughters’ Breast Cancer Risk: Understanding the Social Context
1.2. BCERP and Mommy Bloggers Teaming to Promote Healthy Mother-Daughter Behavior
2. Materials and Methods
2.1. Sampling and Recruitment
2.2. Procedures and Analyses
3.1. Getting the Conversation Started
If there was something I could sit with my kids and go through with them and they could click … like an interactive toolkit maybe. They could help me click through something that would show what can we do in this situation. … Is this important? Is that important? Something we could maybe [do] together instead of reading to the kids.
3.2. Keeping the Conversation Going
3.3. Using Age-Appropriate Language and Visuals
I wouldn’t tell my 6-year-old to reduce her use of products with—I can’t even say the word! “Phthalates?” … When you’re talking to younger kids, you need to talk at their level. … That stuff about chemicals in detergents and toys. … Maybe put a toy up there. You have to speak their language and break it down simply, “Some of these things aren’t good for you. There might be stuff in my laundry detergent and some in your toys.”
I’m more about examples with my daughter: “You see that mommy doesn’t do these things (microwave in plastic) so you don’t do these things” Versus saying that you might get cancer if you drink out of BPA bottles. We are more focusing on just living a healthy lifestyle in general versus let me scare you with these words. … I don’t want them to develop anxieties around different things.
She does ask a lot of questions and I know that she understands and seems interested. … Just approaching them honestly and having a conversation about it and don’t scare them and say “Oh no—this stuff happens” because there’s so many things that could happen.
Graphics that look more kid friendly—just stick figures with pigtails or something like that. … Graphics that kids could kind of relate to would be helpful like “I’m going to encourage mom to buy vegetables that are frozen or fresh and not in a can.”
3.4. Focusing on Developmentally Specific Lifestyle Behaviors
You have everything from pregnancy to baby to elementary age. … (Maybe) breaking up into where you have a self-focus of, okay, “You’re pregnant. This is what you should consider.” Or okay, “Your child is in their toddler years, elementary years.” Preteen might be a little bit more pinpointed.
She’s getting to that age where she wants to spray herself with everything all the time. That might be a good starting point. It would be easy to go there with her and we can talk about what it said and then how we can do it in our own life. … There are some products that are going to be more appealing based on age.
Teenage girls are starting to wear deodorant and body lotions. And if they’re working or collecting allowance, they’re at the age where they have some kind of independence and they’re buying their own products. But if you start teaching young girls to look for the ingredients and say, “When you’re buying a lotion or deodorant or lip gloss, look out for these ingredients. And if you see something with these ingredients, maybe not purchase it.” … (Learning) how to read the label of personal care items so that they can make better decisions (versus) “If it smells nice I was going to get it!”
A Lifespan Approach to Environmental Breast Cancer Risk Interventions
A logical extension of the lifespan communication perspective is to question whether health and risk messages and risk communication directed toward individuals of differing ages need to account for the fundamental developmental differences that exist within and around individuals of different ages.
Conflicts of Interest
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|Messages Should Be Action-Oriented and Help Mothers in||Using These Strategies|
|getting the conversation started||conversation prompts (e.g., a list of Q&A’s, skits, talking points)|
family-centered activities (e.g., scavenger hunts, recipes, challenge)
an online interactive tool (e.g., to track behavior rewards, to click through together)
|keeping the conversation going||a multipronged, longitudinal approach (e.g., disseminate messages across the year during salient behavior change times like New Year’s or spring cleaning, include a monthly action plan)|
reminders (e.g., disseminate reminders for information recall, include daily reminders like magnets)
|Messages Should Be Personalized Using Lifespan Factors and Appeal to Daughters by||Using These Strategies|
|using age-appropriate language and visuals||words daughters can understand (e.g., age-level wording, simply stated information)|
avoiding “scare factor,” disease-specific terms (e.g., instead of “cancer” use lifestyle terms like “healthy habits”)
fun, age-appropriate visuals (e.g., brightly colored cartoons for kids and how-to YouTube videos for teens)
|focusing on developmentally specific lifestyle behaviors||integrating all phases of human development (e.g., make it specific based on age and relevant across the lifespan)|
including products specific to daughters’ developmental needs (e.g., focus on skin and hair products for teens)
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