Transcript Laura Blaske-Risk Communication

After the Pandemic
Effective Risk Communication
Laura Blaske
[email protected] 360-236-4070
Risk Communication
 What is it?
 Lessons learned during H1N1.
 The importance of planning.
 Moving forward.
The trusted source.
Which is true:
 Cockroaches can live for a month with
their heads cut off?
 Lemmings will follow their leader, even
over a cliff?
Warning!
 Do not use while sleeping.
Sears hair dryer
 Fits one head.
Shower cap box
 Do not turn upside down.
Bottom of Tesco’s Tiramisu dessert box
 Product will be hot after heating.
Marks & Spencer bread pudding
Cut through the noise.
Be First. Be Right. Be Credible.
 Provide clear and consistent information.
 Accessibility.
 Empower people to make good choices.
What is Risk Communication?
 Communicating effectively and accurately
during a issue of high concern to allow
individuals and the community to understand
the risks and…
 Cope
 Make informed decisions
 Understand sensitive issues
Crisis or Catastrophe
 We can’t stop every crisis.
 What can we control?
 In a crisis, how can you help make the
difference between:
 Danger or Safety?
 Mistrust or Compliance?
 Fear or Empowerment?
 Uncertainty or Choices?
Assessing Personal Risk
 Risk communication helps people assess
personal risk…
 Most people over- or under-estimate
personal risks.
 A risk communication plan can help strike
a balance.
What influences risk perception?
 Is it familiar?
 Vulnerable populations?
 Easy to understand?
 Controllable?
 Intentional or naturally occurring?
What Determines Credibility
in High Concern Settings?
Honesty/openness
15-20%
Listening/caring/
Empathy
50%
Source: Randall Hyer, National
Immunization Conference, 2005
Competence/
Expertise
15-20%
All other factors
15-20%
Confusing Risk
 Assessing risk is emotional.
 Risk is often hard to comprehend:
1 in 10,000 or 1 in 1 million?
 Risk needs a “face.”
Connection to the audience.
All about Audiences
Consider your audience
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Clients and community members
Staff and co-workers
Stakeholders and partners
Media
People who serve the general public (teachers,
childcare providers, etc.)
 Emergency response workers, law enforcement
 Civic and political leaders (local, state, and national)
 Family and friends
Common Concerns
 Am I/Is my family safe?
 What have you found that will affect me or
my loved ones?
 What can we do to protect ourselves?
 Who or what caused the problem?
 Can you fix it?
H1N1 Challenges
 Vaccine availability
 Different messages
 Length/severity of event
 Target audience
 Web
 Print
 Direct outreach
 Television
 Radio
 Contacts
 Twitter
Top Messages
Q: What would you say were the top one or two main messages from the ads you saw or
heard?
20
Health Decisions
Q: Did the ads provide information to help you make health decisions?
21
Breakdown
22
Reasons
Q: Why haven’t you gotten vaccinated?
23
Young moms…
24
Risk Communication Lessons
Common Concerns
 Am I/Is my family safe?
 What have you found that will affect me or
my loved ones?
 What can we do to protect ourselves?
 Who or what caused the problem?
 Can you fix it?
Consistency
 Communication Chain:
 Answering phones.
 Printed information.
 Public contact positions.
 Interactions with stakeholders.
 Information on Web site.
 Social media.
Social Media
In an issue of high concern…
Everyone in the organization is a
spokesperson.
First Messages in a Crisis
1. An expression of empathy
2. What you know-confirmed facts and action
steps
3. What you don’t know
4. What’s the process
5. Statement of commitment
6. Where people can get more information
Answer concerns but don’t…
 Say more than you know.
 Give your opinion.
 Over-reassure.
First Messages
NO…
 Technical jargon
 Condescending or judgmental phrases
 Attacks
 Promises or guarantees
Media & the public will edit messages…
 “Beam me up, Scotty.”
 “The British are coming.”
…so keep it short.
Short isn’t easy…
…always
test & check
A few things to remember…
What is important to remember when developing first
messages?
 During a crisis, a person’s ability to listen to and
understand information goes down
 Use simple words and phrases
 People forget 80% + of the information they hear
 People remember the first and last things said
What you say…
Use of N95 respirators or facemasks generally is not recommended for workers in non-healthcare
occupational settings for general work activities. For specific work activities that involve contact with
people who have ILI, such as escorting a person with ILI, interviewing a person with ILI, providing
assistance to an individual with ILI, the following are recommended:
• workers should try to maintain a distance of 6 feet or more from the person with ILI;
• workers should keep their interactions with ill persons as brief as possible;
• the ill person should be asked to follow good cough etiquette and hand hygiene and to wear a
facemask, if able, and one is available;
• workers at increased risk of severe illness from influenza infection (see footnote 3 of table 1) should
avoid people with ILI (possibly by temporary reassignment); and,
• where workers cannot avoid close contact with persons with ILI, some workers may choose to wear
a facemask or N95 respirator on a voluntary basis.
…and how you say it.
“This
explains
it all.”
Is the focus
on
your key
message?
Be first.
Remember, developing and communicating
first messages DOES NOT mean having all
the answers.
It DOES mean showing that someone is in
charge, and that response is underway.
Be right.
 Tell the truth.
 Tell people what you’re doing to get the facts.
 Explain the situation in a way that the general
public can understand –
 Avoid jargon.
 Avoid technical terms.
Be credible.
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Show empathy.
Take concerns seriously.
Avoid humor.
Don’t over-reassure or try to tell people more
than you know.
Is the glass half full?
 Are you the trusted source?
Resources
Washington State Department of Health:
 Emergency communication toolkit:
www.doh.wa.gov/phepr/toolkit