Bài giảng Căn bản trong truyền thông nguy cơ - Lê Hoành Ninh

Nội dung text: Bài giảng Căn bản trong truyền thông nguy cơ - Lê Hoành Ninh

1. CĂN BẢN TRONG TRUYỀN THễNG NGUY CƠ GS TS BS Lấ HOÀNG NINH
2. Truyền thụng nguy cơ tốt  Chuyển những kiến thức khoa học và kết quả đỏnh giỏ nguy cơ thành cỏc từ, cụm từ dễ hiểu  Giải thớch rừ ràng biờn dđộ khụng chắc chắn, cỏc thiếu hụt về kiến thức và việc triển khai cỏc chương trỡnh nghiờn cứu  Nờu rừ vấn đề nào là tin cậy và sự tin tưởng  Hiểu đỳng cỏc vấn đề nguy cơ cụng cộng đặc biệt là xu thế , chiều hướng định tớnh
3. Truyền thụng nguy cơ tốt ( t t)  Biết cỏc vấn đề chuyờn biệt cú thể nổi lờn trong lónh vực cụng cộng, cảm nhận của cộng đồng  Phõn tớch cỏc điều kiện cần để thụng tin cho cụng đồng và cơ hội tham gia cộng đồng
4. Những bước trong truyền thụng nguy cơ tốt ▪ Chấp nhận những tranh luận khỏc/ trỏi chiều ▪ Ask permission ▪ Apologize ▪ Clean up ▪ Share (benefits or control) ▪ Give credit where it is due
5. Truyền thụng nguy cơ ▪ Nhu cầu cần cú the message (information) the source (origination point of message) The communicator the channel (path) receiver (termination point)
6. Tin / the Message ▪ Who is the target audience? ▪ How can they be reached? ▪ What level of education do they have? ▪ What do you need to tell them?
7. Nguồn / the Source ▪ All sources are not equal (by decreasing trustworthiness): Family Doctor University researcher media Local government Federal government Industry
8. Người truyền thụng Communicator ▪ Needs to have: Empathy Trustworthiness (must be earned) Showing emotion Good speaker Eye contact Identify with audience
9. Channel or Medium ▪ Very important to choose the correct one for your target ▪ Entire messages can be missed if wrong medium is chosen Farmers and pesticide warnings on late night TV Complex written materials for Grade 6 education Written materials for evacuation notice due to fire Radio messages in English for French audience, etc
10. Ba luật trong truyền thụng nguy cơ ▪ tell people that you have determined they need to know ▪ tell them what they must know so that they can understand and feel that they understand the info ▪ add qualifiers to prepare them for what you are not telling them (until more info becomes available)
11. EPA Risk Communication Guidelines Accept and involve public as a legitimate partner Plan carefully and evaluate performance listen to your audience be honest, frank and open coordinate and collaborate with other credible sources meet the needs of the media speak clearly and with compassion
12. Powell’s Lessons in Risk Communication ơ A risk information vacuum is a primary factor in the social amplification of risk  ensure the vacuum either does not exist, or fill it with useful risk messages - Regulators are responsible for effective risk communication  Health Canada has an established practice of not announcing the issuance of a regulatory decision  US FDA regularly makes brief statements in conjunction with regulatory actions
13. Lessons (cont’d) đ Industry is responsible for effective risk communication  primarily workplace hazards  population health hazards (foodborne, etc)  general environmental hazards (pesticides, etc)  workplace and general env. hazards (metals, etc)  incremental risks produced as a byproduct of beneficial industrial products (pharmaceuticals, modern transportation, etc)
14. Lessons (cont’d) ¯ If you are responsible, act early and often  some upcoming risks in the next decade are  food safety  endocrine disruptors  greenhouse gases and global climate change  biotechnology, especially agricultural applications  health impacts of atmospheric pollutants ° There is always more to a risk issue than what science says  what about emotion, moral issues, etc.
15. Lessons (cont’d) ± Always put the science in a policy context  whatever the risk controversy, the pubic will demand action by the politicians  ban the substance, control the exposure, etc ² Educating the public about science is no substitute for good risk communication practice  provide lots of information, how and why things are going to be done ³ Banish “no risk” messages
16. Lessons (cont’d) ´ Risk messages should address directly the “contest of opinion” in society  acknowledge the divergent opinions  explain the range of risk estimates  legitimate the people who disagree with your risk estimates à Communicating well has benefits for good risk management
17. How to Communicate Risk to Public? all we have to do is:  get the numbers right  tell them the numbers  explain what we mean by the numbers  show them that they have accepted similar risks in the past  show them that it is a good idea for them  treat them nicely  make them partners  All of the above  by Baruch Fischoff
18. Avoid areas of confusion ▪ Zero risk ▪ Probability ▪ Significant ▪ Too careful estimates ▪ Negative vs. positive findings ▪ Population vs. individual risk ▪ Relative vs. absolute ▪ Association vs. causation
19. Communication Problems ▪ occur when the message; is not what the audience wants to hear is poorly presented is improper comes from the wrong source is sent via the wrong channel
20. 10 Deadly Sins of Presenting Appearing unprepared. Handling questions improperly. Apologizing for yourself or the organization. Not knowing knowable information. Unprofessional use of audiovisual aids. Seeming to be off schedule. Not involving participants. Not establishing rapport. Appearing disorganized. Providing the wrong content.
21. Identifying Strategies 1 look for use of confusing terms in your message  either remove them or explain them 2 step back and review wording  listen to other non-scientific discussions to see use of words and their meaning  adopt the popular usage of the word and its meaning
22. ID Strategies (cont’d) 3 Pre-test your message  use friend or family member (non-scientific)  ask them to identify words of concern or confusion 4 Discuss your message with your “mock” audience  may find out that your explanation is not good enough  may determine where your communication went wrong
23. Dealing with the Mixed Message 1 substitute less confusing words 2 if the word is still needed, clearly define it in the text 3 give examples of intended meaning and some misuses of the term  right in the text of the message 4 use analogies, definitions, comparisons to help explain the term 5 be consistent in the use of the term
24. Designing your Risk Communication ▪ Choose your forum ▪ Choose your message ▪ Choose your source ▪ Know your audience! Focus group
25. How People Learn 60 50 40 % 30 oral visual 20 written 10 0 16-24 25-34 35-44 45-54 55+ Age groups
26. How do people learn? ▪ Figure 1-1. Easiest Format to Learn From - Preferences by Age Group, From EPA, 2004, Evaluation of Mercury Risk Communication Messages.
27. Exercise: choose your medium ▪ Break into groups Choose your medium based on who the intended audience is (reading from EPA Graph on how people best integrate knowledge) How would you choose to tell:  50+ women the risks of hormone replacement therapy?  Teenagers the risks of texting and driving?  A small community of the acceptability of a new incinerator?
28. Know your audience ▪ The likelihood of achieving a successful risk communication program increases with your knowledge of those with whom you are communicating. ▪ Early in the process, know who your publics are, what their concerns are, how they perceive risk, and whom they trust.
29. Characteristics of your Publics Concerns Attitudes Levels of interest Are they potential supporters or potential adversaries? Levels of involvement Histories Levels of knowledge Opinions Reasons for interest Types of involvement
30. Interacting with the Community(Chess et al. 1988) Citizen involvement is important because  people are entitled to make decisions about issues that directly affect their lives;  input from the community can help the agency make better decisions;  involvement in the process leads to greater understanding of - and more appropriate reaction to - a particular risk;  those who are affected by a problem bring different variables to the problem-solving equation; and  cooperation increases credibility.
31. Creating the Message ▪ What are the three most important things you would like your audience to know? ▪ What are the three most important things your audience would like to know? ▪ What are the three most important things your audience is most likely to get wrong unless they are emphasized? (Vincent Covello)
32. Sound bite research: ▪ Assumption: national news, controversial topic 7 to 9 seconds (21-27 words, 30 words max.) ▪ 3 messages 9 second knowledge/trust window (Vincent Covello)
33. Risk Information Vacuum  work of risk communication is to fill the gap between public knowledge and scientific assessment of risk  gap will always exist  how to fill it is the question  risk information vacuum arises when  over a long period of time, scientists make no special effort to communicate the results being obtained regularly and effectively to the public  instead, partial scientific info dribbles out here and there, being interpreted in apparently conflicting ways and increases the public’s fear
34. Vacuum (cont’d) failure to implement good risk communication practices gives rise to a risk information vacuum this failure can have grave and expensive consequences for those regarded as being responsible for protecting the public’s interest society abhors a vacuum, so it is filled from other sources
35. Vacuum (cont’d)  the vacuum gets filled:  events reported in the media will become the basis for the public framing of these risks  an interest group takes up the challenge and fills the vacuum with its own information and perspectives  the intuitively based fears and concerns of individuals grow & spread until they become a substantial consensus in the arena of pubic opinion  vacuum is filled by soothing sentiments of politicians  “there is no risk of danger from ”
36. Examples of Vacuums dioxins  outrageous media headlines  scientific research  no communications on the issue until too late  Greenpeace filled the vacuum mad cow disease  panic ensued when government did not provide details on the suspicions around the spread of BSE  vacuum was filled by media and individual suspicions that become consensus
37. Examples of Vacuums silicone breast implants  manufacturers did not disclose their information in a timely manner  failed to encourage a frank and open discussion of potential risks  vacuum was created by the lack of this discussion  panic and fear of autoimmune diseases filled the vacuum  lawsuits began and are still costing billions of dollars  no scientific information to support the claims
38. Examples (cont’d) genetically altered/engineered crops  people upset because the technology is unfamiliar  government doesn’t want to talk about the issues with the public  vacuum will be filled, and it may be damaging to the industry
39. Why Aren’t the Experts Trusted? expert group may have financial interest in proving the risk is small  remediation technology spokesperson wanting to use the technology  local mayor wanting to get re-elected  company spokesperson not wanting plant shut down historical examples exist of where experts were wrong  and handful of dissenters and activists were right
40. Why aren’t the experts trusted? (cont’d) scientists tell us that risk assessment is a rough science and subject to error  need to better explain how risk assessment is done  need to better explain the use of safety factors some environmental risks are gradual, delayed, geometrical (made worse by other risks)  better act now  even though no evidence yet exists
41. What will good risk communication do? over time good risk communication practices will:  nurture a facility for interpreting risk numbers  including the meaning of risk estimates and the uncertainty associated with them  help people to put the whole assortment of risks affecting them into a broad framework  relative risk, comparative risk  build institutional structures for arriving at a consensus on risk management options, and for allocating risk reduction resources effectively
42. What is Risk? risk= hazard + outrage  public cares too little about hazard  expert cares too little about outrage experts need to realize  outrage is as real as hazard  outrage is as measurable as hazard  outrage is as manageable as hazard  outrage is as much a part of risk as hazard  outrage is as much a part of your job as hazard Peter Sandman
43. Other Facts on Risk people overestimate hazard and are outraged  which comes first?  misunderstand hazard and get outraged?  get outraged and misunderstand hazard? who is right?  usually experts are right about hazard  usually public is right about outrage
44. How to Solve Risk Dilemma? ▪ solution experts must  take public outrage seriously  keep outrage separate from hazard  respect people’s outrage
45. Risk Communication: Myths and Actions (Chess et al. 1988) ▪ Belief in some common myths often interferes with development of an effective risk communication program. Consider the myths and actions you can take. Myth: We don't have enough time and resources to have a risk communication program.  Action: Train all your staff to communicate more effectively. Plan projects to include time to involve the public.
46. Myths 2 ▪ Myth:Telling the public about a risk is more likely to unduly alarm people than keeping quiet. Action: Decrease potential for alarm by giving people a chance to express their concerns. ▪ Myth: Communication is less important than education. If people knew the true risks, they would accept them.  Action: Pay as much attention to your process for dealing with people as you do to explaining the data.
47. Myths 3 ▪ Myth: We shouldn't go to the public until we have solutions to environmental health problems. Action: Release and discuss information about risk management options and involve communities in strategies in which they have a stake.
48. Myths 4 ▪ Myth:These issues are too difficult for the public to understand. Action: Separate public disagreement with your policies from misunderstanding of the highly technical issues. ▪ Myth:Technical decisions should be left in the hands of technical people. Action: Provide the public with information. Listen to community concerns. Involve staff with diverse backgrounds in developing policy.
49. Myths 5 ▪ Myth: Risk communication is not my job. Action: As a public servant, you have a responsibility to the public. Learn to integrate communication into your job and help others do the same. ▪ Myth: If we give them an inch, they'll take a mile. Action: If you listen to people when they are asking for inches, they are less likely to demand miles. Avoid the battleground. Involve people early and often.
50. Myths 6 ▪ Myth: If we listen to the public, we will devote scarce resources to issues that are not a great threat to public health. Action: Listen early to avoid controversy and the potential for disproportionate attention to lesser issues.
51. Myths 7 ▪ Myth: Activist groups are responsible for stirring up unwarranted concerns. Action: Activists help to focus public anger. Many environmental groups are reasonable and responsible. Work with groups rather than against them.
52. High Hazard, low outrage ▪ Keep the risk message short. ▪ Make the risk message interesting. ▪ Stay on message. ▪ Test the risk messages. ▪ Plan and prepare for a long-term endeavour. ▪ Appeal to needs. ▪ Appeal to emotions, especially fear.
53. Cont’d ▪ See fear arousal as a competition ▪ Don’t neglect other emotions. Identify and give people task that they can do. ▪ Give people a selection of tasks to choose from. ▪ Sequence recommended precautions. ▪ Think in stages. ▪ Focus resources on teachable moments.
54. Cont’d ▪ Be alert for a short-term over-reaction. ▪ Be alert for signs of denial. ▪ Identify and address persuasion facilitators. ▪ Identify persuasion barriers and consider addressing them. ▪ Express empathy for apathy. ▪ Consider an alternative: pre-crisis communication.
55. What is a Focus Group? special kind of interview for the purpose of collective information about a specific subject or area of concern  useful for gathering information on risk perceptions used to assess needs, preferences and attitudes  information can then be used to  formulate risk messages  determine appropriate channel  choose a communicator  frame the risk information in an acceptable way
56. Focus Group Design  facilitator spends 2-8 hours with eight to twelve people  job is to ensure all areas are explored  usually has a helper to make group work better  free flowing discussion  group usually made up of individuals who have something in common  age, activity, employed by same company, etc.  record activities on flow chart or tape
57. Why use a focus group? allows participants to discuss a subject openly and in great detail research can be conducted quickly  organize, conduct and analyse research from several focus groups in as little as 2 weeks  decisions can then be implemented almost immediately far less intimidating or frustrating than other forms of research  anxiety of the individuals is lessened in the group context
58. Goals for Collecting Information determine the interests, needs, attitudes of a sample of community members about a particular risk issue objectives  determine attitudes and opinions already in existence  determine knowledge level about this particular risk  determine the resources necessary to better communicate risk  obtain ideas on how to best communicate with this community
59. Identifying Participants look carefully at the community  demographics  determine who may have most need for the risk information  who is more interested? usually no more than 8 groups are necessary  more important than numbers is how the groups are chosen
60. How to Contact Participants?  telephone  letters  meeting with people  meeting with leaders of already established organizations  how to introduce yourself  why is issue important  who you are  what is the objective of the focus group  why is the individual valuable
61. Planning and Preparation place  find a comfortable location, accessible to the majority  make sure there are enough chairs and room for everyone time and date  convenient to majority  be there an hour before hand  let everyone know how long it will be, and stick to it  don’t go longer than 2 hours
62. Leading the Focus Group guidelines  no right or wrong answers  opinions are wanted  we do not have to agree  it is important for everyone to participate  we will finish in two hours  your names will be confidential  all the information will be used in your community
63. Focus Group Skills  facilitator  avoid a question and answer session  let it be open  set a cooperative tone  be open and pleasant  be prepared and organized  establish and maintain an easy rapport  be non-judgmental  use probing techniques (to get further information)
64. Closing the Focus Group  summarize the session briefly  thank them for their ideas  ask if they want to know the results  ask them if they want to keep in touch  give them your name and number for future contact  let them know when the information will be released to the community  and when they will be able to give feedback
65. Nelson Fok
66. Case Studies ▪ Choose one of the 4 cases: ▪ Who is your audience? ▪ What is your message? What three things do you want to communicate? What words will you use? ▪ Who is your communicator? ▪ What/who is your source? ▪ What will be your method/forum?
67. Case 1 ▪ E coli has been found in water supply for a small area of cottage country, rural Canada.
68. Case 2 ▪ Breast feeding rates are very low in your health region. You have been tasked with trying to improve the rate to national levels.
69. Case 3 ▪ A local industry wants to build an incinerator in your area. They have been a good corporate citizen in the past, and have good environmental history. Your department has approved the incinerator. The local people are upset and demanding answers. They are worried about cancer and emissions.
70. Case 4 ▪ A poor result from a food inspection has resulted in closing down a famous restaurant in the middle of tourist season. The owners, some public and the mayor are upset with your department.
71. Present results of Case Study