Risk and Crisis Communication

The purpose of this scenario is to use the principles of crisis and risk communication during a response for public health emergency.

Intended Audience

Health practitioners who need to increase their ability to effectively communicate with the public, media, health care providers and response community during a public health emergency.

Learning Objectives

After completion of the course, learners should be able to:

• Discuss the underlying theories of crisis and risk communication guidelines.
• Illustrate principles of developing a message map.
• Explain how to utilize a message map.
• Describe conducting pre-emergency planning to facilitate crisis and risk communication.
• Describe strategies to effectively communicate risk to special populations.
• Identify methods to identify and map special population groups.

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

PERLC Competencies

Domain II: Communication & Manage Information Results

• 2.2 Use principles of crisis and risk communication.
• 2.2.1 Differentiate between the responsibilities of a receiver, transmitter and translator during events (before, during and after).
• 2.2.2 Model communication responsibilities for an event (before, during and after).
• 2.2.3 Compare and contrast the value of using different communication messages during one or more phases of an emergency.
• 2.2.4 Differentiate between crisis communication and emergency risk communication.
• 2.2.5 Deliver messages using the guidelines for crisis and risk communication.
• 2.2.6 Classify the general tenets in crisis and emergency risk communication principles
• 2.2.7 Express empathy when communicating during a crisis.
• 2.2.8 Utilize credible sources in relaying risk messages. 
• 2.2.9 Express the importance of providing culturally sensitive messages to diverse populations. 
• 2.2.10 Summarize CDC recommended guidelines on crisis and risk communication   regarding the development and delivery messages.
• 2.2.11 Use consistent names, acronyms and pronunciation in oral and written communications.
• 2.2.12 Advocate involving diverse populations in planning messages.
• 2.2.13 Differentiate between the mental and emotional factors that might create barriers to communication (e.g. reception & interpretation).
• 2.2.14 Distinguish between the needs of the diverse audiences within the community.
• 2.2.15 Apply active listening skills when communicating with individuals during an emergency.
• 2.2.16 Identify subject matter experts within the community who can help with delivering messages.
• 2.2.17 Maintain diverse community partners to assist with communicating preparedness planning and population specific messages. 
• 2.2.18 Participate in multi-agency coordination activities to identify pre-event and event CERC materials, related to one’s subject matter expertise.

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements

• Adobe Acrobat Reader 
• Speakers or Headphones

Registration requirements

Register a free account

Creation and/or update

November 7, 2014

June 12, 2019, Updated Player, Closed Captioning, New CDC Module on CERC

There are five main sections in this course:

• Section 1:Risk Communication and Special Populations
• Section 2:General Strategies
• Section 3:Specific Strategies
• Section 4:Scenarios
• Section 5:Knowledge Bank

Intended Audience

anyone responsible for communicating risk to special populations during an emergency situation

Learning Objectives:

On successful completion of this course, you will be able to:

• Describefour general strategies to effectively communicate risk to special populations
• Describemethods to identify and map special population groups and explain why it is important
• Utilizecommunity leaders to assist in communicating risk to special populations
• Conductpre-emergency planning to facilitate communicating risk to special populations
• Describeguidelines for media accessibility
• Utilizethe following information about each of nine special population groups to avoid and/or solve communication problems during an emergency
• Potential communication barriers
• Best methods to deliver the message
• Person(s) best suited to deliver the message
• Any special technical or content issues to consider when delivering the message

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals Identified

Domain 4: Cultural Competency Skills

• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

Domain 5: Community Dimensions of Practice Skills

• 5A2. Recognizes relationships that are affecting health in a community (e.g., relationships among health departments, hospitals, community health centers, primary care providers, schools, community-based organizations, and other types of organizations)
• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people resources)
• 5A9.Informs the public about policies, programs, and resources that improve health in a community

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

June 18, 2014

Goal/ Intended Audience This presentation by Tara Rybka, MPH, gives you an overview of risk communication and its implementation, and provides tips on how to deal with the general public in a crisis situation. These learning modules, created by faculty and guest lecturers at the UNC Gillings School of Global Public Health, are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. This course is provided by the North Carolina Public Health Preparedness Center. Educational Objectives: 1. To define risk communication 2. To encounter theories of risk communication 3. To learn basic strategies for implementing risk communication 4. To identify and correct common misconceptions about risk communication 5. To find resources for further study

Course Description

Assist individuals with developing messaging to convey information to the general and special populations. It includes guidelines and tools that will help you to create an appropriate message.

Intended Audience

Health practitioners who need to increase their ability to effectively communicate with the public, media, health care providers and response community during a public health emergency.

Learning Objectives:

After completion of the course, learners should be able to:

• Discuss the underlying theories of crisis and risk communication guidelines.
• Illustrate principles of developing a message map.
• Explain how to utilize a message map.
• Describe conducting pre-emergency planning to facilitate crisis and risk communication.
• Describe strategies to effectively communicate risk to special populations.
• Identify methods to identify and map special population groups.

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified:

Domain 3: Communication Skills

• 3A2. Communicates in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images)
• 3A4. Suggests approaches for disseminating public health data and information (e.g., social media, newspapers, newsletters, journals, town hall meetings, libraries, neighborhood gatherings)
• 3A5. Conveys data and information to professionals and the public using a variety of approaches (e.g., reports, presentations, email, letters)
• 3A7. Facilitates communication among individuals, groups, and organizations

Domain 4: Cultural Competency Skills

• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

Domain 5: Community Dimensions of Practice Skills

• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people to resources)

Domain 7: Financial Planning and Management Skills

• 7A14. Uses performance management systems for program and organizational improvement (e.g., achieving performance objectives and targets, increasing efficiency, refining processes, meeting Healthy People objectives, sustaining accreditation)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements

• Adobe Acrobat Reader
• Flash Player
• Speakers

Registration requirements

Register a free account

Creation and/or update

July 6, 2012, First Creation

June 12, 2019, Updated Player, Closed Captioning, New CDC Module on CERC

Goal/ Intended Audience This course is intended for health practitioners who need to increase their ability to effectively communicate with the public, media, health care providers and response community during a public health emergency - in particular, during a bioterrorism event. Course Content There are three modules in this course: 1. "Following the Guidelines", begins with a webcast that describes major risk communication theories. You will then read a list of useful guidelines devised by two of the theorists, Covello and Sandman. Finally, you will apply these guidelines in a scenario in which a media spokesperson responds to questions after an act of bioterrorism. 2. "Creating a Message Map", begins with a webcast that defines what a message map is, and why it is useful in preparing statements for the media. You will then read a short article by Covello on how to create a message map, review a sample message map, and download a template. Finally, you will use the template to create a message map for another bioterrorism scenario in collaboration with other students in the course. 3. "Checklists and Other Resources", provides checklists of what is necessary to have in place on an administrative level in order to effectively communicate with the public, media, health care providers and response community during a bioterrorism event, and resources (scripts, outlines, etc.) to support effective and appropriate communication during an event. After completing this course you will be able to: - Follow risk communication guidelines when serving as a spokesperson during a public health emergency or bioterrorism event. - Create a message map to use as a tool for the delivery of appropriate communication with the public and media during an incident. - Maintain a planning checklist to facilitate the initiation, delivery and maintenance of appropriate communication with the public, the media, and health care providers and the response community during an incident.

Goal/ Intended Audience This course is intended for health practitioners who need to increase their ability to effectively communicate with the public, media, health care providers and response community during a public health emergency - in particular, during a bioterrorism event. Course Content After completing this course you will be able to: 1. Follow risk communication guidelines when serving as a spokesperson during a public health emergency or bioterrorism event. 2. Create a message map to use as a tool for the delivery of appropriate communication with the public and media during an incident. 3. Maintain a planning checklist to facilitate the initiation, delivery and maintenance of appropriate communication with the public, the media, and health care providers and the response community during an incident.

Goal/ Intended Audience Recent events have shown the need to reach everyone in the community, including those outside of the "mainstream". Must define these groups, locate them and ascertain how best to communicate with them. Some regions have done more on this than others. In wide-spread emergencies public health efforts must be inclusive. The goal is to make sure every member of the community understands the information needed to prepare, cope and recover from health emergencies. This specialized course is intended for anyone responsible for communicating risk to special populations during an emergency situation. Note: A basic understanding of the principles of risk communication a prerequisite for this course. For those who do not have this prerequisite knowledge, NPHA Program: Risk Communication on the Prepare Iowa LMS will provide it. Course Objectives On successful completion of this course, you will be able to: - Describe four general strategies to effectively communicate risk to special populations - Describe methods to identify and map special population groups and explain why it is important - Utilize community leaders to assist in communicating risk to special populations - Conduct pre-emergency planning to facilitate communicating risk to special populations - Describe guidelines for media accessibility - Utilize the following information about each of nine special population groups to avoid and/or solve communication problems during an emergency

• Describe your role and responsibilities in development of a crisis communication plan
• Describe the theoretical models for and stages of risk communication
• Describe the primary obstacles to use of appropriate risk and crises communication in emergency situations
• Describe the basic elements of the concept of risk and factors associated with determining magnitude of risk.
• Describe the Environmental Protection Agency’s several rules of risk communication
• Describe the 21 guidelines for effective communication by leaders addressing high anxiety, high stress, or threatening situations
• Demonstrate and evaluate your use of appropriate risk and crisis communication methods required in crisis/emergency response
• Develop and utilize problem solving, conflict resolution and decision making skills using principles and methods for risk communication
• Describe your communication role and communication methods used with team members in crisis/emergency response