ABSTRACT
Like the ancient fables of Aesop, narratives broadcast through modern mass media communication channels can teach as well as entertain (Brodie et al., 2001). Since the 1970s, an approach called Entertainment Education (EE) has used formats such as serialized dramas on radio and television in conscious attempts to educate and prompt positive, voluntary behavior change in large audiences (Singhal & Rogers, 1999). Th ere is evidence that even the earliest EE broadcast projects increased the frequency of health behaviors and/or raised levels of their psychosocial determinants (Brown & Singhal, 1999). Many of the positive EE broadcast outcomes documented to date pertain to HIV prevention either directly (e.g., Kennedy, O’Leary, Beck, Pollard, & Simpson, 2004; Vaughan, Rogers, Singhal, & Swalehe, 2000) or indirectly via common risk factors such as unprotected sex (e.g., Whittier, Kennedy, St. Lawrence, Seeley, & Beck, 2005).
