**BCHS 2572: Risk Communication (2 credits)**

**Graduate School of Public Health**

**Fall 2006**

**Tuesday, 5:00-6:55 PM**

Instructor: Sandra Quinn, Ph.D.

# Office: Parran 230

# Phone: (412) 624-3124

Email: [squinn@pitt.edu](mailto:squinn@cmh.pitt.edu)

# Office hours: Tuesday, 3:30-4:30 PM

Classroom: Crabtree A216

Course website:
[http://courseweb.pitt.edu](https://courseweb.pitt.edu/).

TA: Keisha Tyler

TA's contact: ket16@pitt.edu

**Catalogue Description**

This course focuses on risk communication within the context of
terrorism, infectious disease outbreaks and natural disasters. The
didactic and experiential course will include core principles of risk
communication, examine special challenges of risk communication with
diverse audiences, and prepare students to create a crisis and emergency
risk communication plan.

**Objectives**

By the end of this course, each student will be able to:

-   Articulate and apply the basic principles of crisis and emergency
    risk communication;

-   Analyze and address different responses to risk by diverse publics
    and communities;

-   Determine effective means to increase community and citizen
    engagement in health emergencies; and

-   Develop an immediate response communication plan that addresses
    either a terrorist event or a natural disaster.

# Teaching Philosophy

In the classroom, we will explore and apply concepts that inform risk
communication in a diverse society. While I intend to work diligently to
provide you with the resources and foundation for your experience, your
active participation in the classroom is essential to learning for us
all. I see the class as a partnership between teacher and students in
which we each bring experience and perspectives that can enrich our
interaction. I encourage each of you to create an atmosphere in which
all students can speak freely. With an atmosphere of respect and trust,
I believe we can flourish as a learning community.

Effective teaching of any class requires an ongoing assessment of the
class activities, readings, and assignments. There is a formal course
evaluation conducted by the departmental registrar at the end of the
semester. However, I believe feedback from students while the class
experience is fresh is valuable for my planning. Therefore, please feel
free to provide comments on the class activities, readings, or classroom
atmosphere via an appointment or email message. Please consider these
questions in your comments: What did you like about the class; what
would you change; what did you learn and what concerns/issues do you
have. Please remember it is equally helpful to hear positive reactions
as well as constructive criticism.

**Ground Rules for Class**: Please turn off your cell phone.

# Faculty Availability

I will maintain office hours for those students who have questions,
comments or concerns. If it is not possible for you to see me during
office hours, please e-mail Caitlin McCullough
(cmccullough@gsphdean.gsph.pitt.edu) to set up an appointment. E-mail is
an excellent way to reach me as I check my E-mail several times a day.
Because I get so many messages, please indicate what your message is
about in the subject line.

# Academic Integrity

The Provost Office maintains a website that provides details on the Code
for Academic Integrity; please see
<http://www.pitt.edu/~provost/ai1.html>. This code includes obligations
for faculty and students, procedures for violations and other critical
information. Please take time to read the code.

# Disability

If you have a disability for which you are or may be requesting an
accommodation, please contact me as soon as possible. Additionally, you
should contact the Office of Disability Resources and Services, 216 Pitt
Union, (412) 648-7890 or (412) 383-7355 (TTY) as early as possible in
the semester. DRS will verify your disability and assist with
determining reasonable accommodations for this course.

**Course website**

All readings and course material will be found on the Blackboard site
for this class. The website for Blackboard is
[http://courseweb.pitt.edu](https://courseweb.pitt.edu/). To login, you
must have a Pitt account. Your login ID is the same as your login ID for
your Pitt account and your password is the same as for your Pitt
account. To access the site for this class, double click on the course
title, BCHS 2572-Risk Communication. The site will contain all readings,
power point presentations, assignments, and additional information. The
power point presentations and required readings for each class will be
found under the course documents main menu option. It will be imperative
to print out power point presentations and readings before class, as
copies will not be available in class.

**Class requirements**

[Attendance and Participation:]{.underline} (10 points; 10%)

Attendance and active participation is expected. I also expect that you
will have read all the assigned readings prior to class. Occasionally, I
will ask you to complete a brief worksheet in class that will help to
illustrate a lecture or contribute to preparation of your communication
plan. These will not be given a letter grade.

[Short Paper: Evaluating a case study (30 points; 30%)]{.underline}

The purpose of this 6-8 page paper is to have you examine a case study
to identify key messages, audiences and stakeholders, communication
channels, underlying theory, and other pertinent factors (outrage, trust
issues, credibility, etc). To examine the study, you should consider
media coverage, agency press releases and public information materials,
websites, etc. Cases may include the smallpox vaccination effort, SARs,
avian influenza, a natural disaster, or others. See handout for more
details. Due: October 31

[Completion of Emergency and Crisis Risk Communication Plan (60 points;
60%)]{.underline}

Each student will receive an Emergency Risk Communication CDCynergy
CD-ROM. You will use many of the materials from that CD-ROM to complete
a communications plan. Please see a separate handout for details on this
assignment. Actual Paper Due: December 12

**Grade scale**

A 90-100

B 89-80

C 79-70

D 69-60

F 59 and below

**Readings**

This class will use required readings assigned for specific weeks. Some
are in the book listed below; others will be available online through
our course website under course documents or on the CDCynergy CD-ROM.
Under course documents, you will find the semester broken into weeks,
and the readings for that week are attached.

For many of the online documents, access is free and quite easy even
from remote sites off campus. To access the Health Sciences Library
system, go to [http://www.hsls.pitt.edu](http://www.hsls.pitt.edu/).
Double click on either PubMed or Ovid. If you are accessing the site
from a remote site (outside of Pitt), your login will be the same as
Pitt account login and your password will be the same as your Pitt
account password.

There are a few readings that are accessible by electronic reserves. You
must go to <http://www.library.pitt.edu/books/pittcat.html>, and go to
course reserves. The readings will be under BCHS 2572.

[Book and other resources]{.underline}: The book and CD-rom are
available as a package and will be ordered as a group.

-   Centers for Disease Control and Prevention (2002). *Crisis and
    Emergency Risk Communication*.

-   Emergency Risk Communication CDCynergy.

***Week 1: August 29 Course Overview: Risk Communication in Emergency
Situations***

***\
***By the end of this class, each student will be able to:

-   Articulate a basic understanding of crisis and emergency risk
    communication as a public health tool in the context of terrorism
    and natural disasters.

    [Class Activities:]{.underline}

-   Introductions

-   Brief lecture and discussion

-   Course expectations and organization including introduction to
    courseweb

-   Review of the syllabus and ground rules; news items

## Week 2: Sept 5 Risk Communication in the Age of Terrorism, Natural Disasters and Emerging Infectious Diseases

By the end of this class, each student will be able to:

-   Identify the role of risk communication in preparedness activities;

-   Determine how terrorism affects risk communication efforts; and

-   Articulate the challenges for risk communication in the context of
    preparedness.

    [Class Activities:]{.underline}

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-   Lecture

-   Introduction of the anthrax attack study

-   Discussion

    [Required readings:]{.underline}

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-   Reynolds, B. & Seeger, M. (2005). Crisis and Emergency Risk
    Communication as an Integrative Model. *Journal of Health
    Communication*, 10, 43-55. Available online at:
    <http://taylorandfrancis.metapress.com/media/3n259brwvm2yqj32wmf0/contributions/q/j/c/5/qjc5wky16jxpdueb.pdf>.

-   Sandman, P. (2003). Obvious or suspected, here or elsewhere, now or
    then: paradigms of

> emergency events. [Emergency Risk Communication
> CDCynergy]{.underline}. Available online at:
> <http://www.psandman.com/articles/obvious.pdf>

-   Glass, T., & Schoch-Spana, M. (2002). Bioterrorism and the people:
    How to vaccinate a city against panic. [Clinical Infectious
    Diseases]{.underline}*,* 34, 217-222. Available online at:
    <http://www.journals.uchicago.edu/CID/journal/issues/v34n2/011333/011333.html>.

-   Glass, T. (2001). Understanding Public Response to Disasters.
    [Public Health Reports]{.underline}, 116 (supplement 2), 69-73.
    Available online at:
    [http://staff.ttu.ee/\~vsiirak/bioterr.pdf](http://web2.infotrac-custom.com/pdfserve/get_item/1/S168146w6_1/SB886_01.pdf).

-   Mileti, D., Nathe, S., Gori, P., Greene, M. & Lemersal, E. (2004).
    Public Hazards Communication and Education: The State of the Art.
    Update of Informer Issue 2: Public Education for Earthquake Hazards.
    Available online at:
    <http://www.colorado.edu/hazards/informer/informerupdate.pdf>

-   *Journal of Health Communication (2003).* Anthrax Case Timeline.
    *Journal of Health Communication, 8* (supplement 1), 1-2.

-   Quinn, S., Thomas, T. & McAllister, C. (2005). Postal Workers'
    Perspectives on Communication during the 2001 Anthrax Attack.
    *Biosecurity and Bioterrorism: Biodefense Strategy, Practice and
    Science*, 3 (3), 207-215. Available online at:
    <http://www.liebertonline.com/doi/abs/10.1089/bsp.2005.3.207>.

[Optional readings:]{.underline}

-   Sandman, P. (2003). Four Kinds of Risk Communication. Available
    online at: <http://www.psandman.com/col/4kind-1.htm>

-   Sandman, P. (2004). Crisis Communication: A Quick Introduction.
    Available online at: <http://www.psandman.com/col/crisis.htm>

-   World Health Organization (2005). WHO Outbreak Communication
    Guidelines. Available online at:
    <http://www.who.int/infectious-disease-news/IDdocs/whocds200528/whocds200528en.pdf>

-   Sandman P. & Lanard J. (2005) Bird Flu: Communicating the Risk.
    *Perspectives in Health*, 10(2), 2-8.

-   World Health Organization. (2004). Sixth Futures Forum on Crisis
    Communication.

-   Freedman, L. (2005). The Politics of Warning: Terrorism and Risk
    Communication. *Intelligence and National Security*, 20 (3),
    379-418.

-   Fischhoff, B. (2002). Assessing and communicating the risks of
    terrorism. In Teich, A., Nelson, S. & Leta, S. (Eds). Science and
    Technology in a Vulnerable World. Supplement to AAAS Science and
    Technology Policy Yearbook 2003. Washington, DC: American
    Association for the Advancement of Science, 51-64.

-   Fischoff, B. (2006). The Psychological Perception of Risk. In
    Kamlen, D. (Ed). The McGraw-Hill Homeland Security Handbook. New
    York: McGraw Hill, p. 463-492. Retrieved online at:
    [http://www.hss.cmu.edu/departments/sds/faculty/Fischhoff/pdf%20files/PsyPerRiskHomelandSecurity.pdf](http://www.hss.cmu.edu/departments/sds/faculty/Fischhoff/pdf files/PsyPerRiskHomelandSecurity.pdf).

###### *Week 3: Sept. 12 Introduction to Emergency Risk Communication CDCynergy and Planning for Risk Communication*

By the end of this class, each student will be able to:

-   Utilize the CDCynergy CD-rom;

-   Assess an event and determine level of communication response
    necessary; and

-   Identify the components of a complete communications plan.

[Class activities:\
]{.underline}

-   Demonstration of CDCynergy and mini-lecture on communication plans

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-   Scavenger hunt to find certain items on CDCynergy

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-   Assess event and determine level of communication

    [Required readings:]{.underline}

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-   Centers for Disease Control and Prevention (2002). *Crisis and
    Emergency Risk Communication*. Module 1: Introduction.

-   Centers for Disease Control and Prevention (2002). *Crisis and
    Emergency Risk Communication*. Module 4: Crisis Communication Plan.

-   HHS Pandemic Influenza Plan Supplement 10 Public Health
    Communications. S10-1-21 Available online at:
    [[http://www.hhs.gov/pandemicflu/plan/sup10.html]{.underline}](http://www.hhs.gov/pandemicflu/plan/sup10.html)

    [Optional reading:]{.underline}

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-   McIntryre, J. & Venette, S. (2006). Examining the CDCynergy Event
    Assessment Tool: an investigation of the anthrax crisis in Boca
    Raton, Florida. *Disasters*, 30 (3), 351-363.

***Week 4: Sept. 19 Theories to Inform Risk Communication***

By the end of this class, each student will be able to:

-   Describe the theories that underlie risk communication; and

-   Examine the applicability of these theories in the context of a
    terrorist event or natural disaster.

    [Class Activities:]{.underline}

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-   Lecture

-   Small group exercise and discussion

    [Required readings:]{.underline}

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-   McComas, K. (2006) Defining Moments in Risk Communication Research:
    1996-2005. *Journal of Health Communication*, 11, 75-91.

-   Wray, R., Kreuter, M., Jacobsen, H., Clements, B. & Evans, R.
    (2004). Theoritical Perspectives for Public Communication
    Preparedness for Terrorist Attacks. *Family and Community Health*,
    27(3), 232-241. Available online at:
    <http://gateway.ut.ovid.com/gw1/ovidweb.cgi?T=JS&PAGE=fulltext&D=ovft&AN=00003727-200407000-00010&NEWS=N&CSC=Y&CHANNEL=PubMed>.

-   Fischhoff, B., Bostrum, A. & Quadrel, M. (1993). Risk Perception and
    Communication. *Annual Review of Public Health*, 14, 183-203.

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-   Covello, V., Peters, R., Wojtecki, J., and Hyde, R. (2001). \"Risk
    Communication, the West Nile Virus Epidemic, and Bio-terrorism:
    Responding to the Communication Challenges Posed by the Intentional
    or Unintentional Release of a Pathogen in an Urban Setting.\"
    Journal of Urban Health. *Bulletin of the New York Academy of
    Medicine*, 78(2): 382-391. Available online at:
    <http://www.ingentaconnect.com/content/oup/jurban/2001/00000078/00000002/art00382?token=005b1f2a96124871ffe3c054e26634a492f2530332976335a666f3a7b2f534044767c6b66473e6b6c42cf902d05>.

-   Kasperson, R., Renn, O., Slovic, P., Brown, H., Emel, J., Goble, R.,
    Kasperson, J. & Ratick, S. (1988). The Social Amplification of Risk:
    A conceptual framework. *Risk Analysis*, 8 (2), 177-187.

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-   Slovic, P. (1987). Perception of Risk. *Science,* 236, 280-286.

-   Keller C., Siegrist M., Gutscher H. (2006) The Role of the Affect
    and Availability Heuristics in Risk Communication. *Risk Analysis,*
    24(3), 631-639.

[Optional Readings]{.underline}

-   Masuda JR., Garvin T. (2006). Place, Culture, and the Social
    Amplification of Risk. *Risk Analysis*, 26(2), 427-454.

-   Scherer , C. & Cho H. A social network contagion theory of risk
    perception. *Risk Analysis.* 2002; 23(2):261-267. Available online
    at:
    <http://www.blackwell-synergy.com/doi/pdf/10.1111/1539-6924.00306>.

***Week 5: Sept. 26 Trust, Credibility and Participation in Risk
Communication***

By the end of this class, each student will be able to:

-   Apply current knowledge about participation to risk communication
    efforts;

-   Describe the role of credibility and trust in risk communication;

-   Identify 2 ways in which to build and lose trust in risk
    communication.*\
    *

[Class Activities:]{.underline}

-   Lecture and Discussion

-   Exercise or video

    [Required readings:]{.underline}

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-   Mullin, S. (2003). The Anthrax Attacks in New York City: The
    "Giuliani Press Conference Model" and Other Communication Strategies
    that Helped. *Journal of Health Communication*, 8, 15-16. Available
    online at:
    <http://taylorandfrancis.metapress.com/(chz43w55mte0nmieo3u3az2d)/app/home/contribution.asp?referrer=parent&backto=searcharticlesresults,1,1;journal,1,1;linkingpublicationresults,1:100673,1>.

-   The Working Group on "Governance Dilemmas" in Bioterrorism Response.
    (2004). Leading during Bioattacks and Epidemics with the Public's
    Trust and Help. *Biosecurity and Bioterrorism: Biodefense Strategy,
    Practice and Science*, 2 (1), 25-40. Available online at:
    <http://www.liebertonline.com/doi/pdf/10.1089/153871304322964318>.

-   Deurenberg-Yap, M., Foo, L., Low, Y. Chan, S., Vijaya, K. & Lee, M.
    (2005). The Singaporean Response to the SARS Outbreak: Knowledge
    Sufficiency versus Public Trust. *Health Promotion International*,
    20 (4), 320-326.

-   Cronin, S., Gaylord, D., Charley, D., Alloway, B., Wallez, S. &
    Esau, J. (2004). Participatory Methods of Incorporating Scientific
    with Traditional Knowledge for Volcanic Hazard Management on Ambae
    Island, Vanuatu. *Bulletin of Volcanology*, 66, 652-668.

-   Department of Health and Human Services. Citizen Voices on Pandemic
    Flu Choices: A Report of the Public Engagement Pilot Project on
    Pandemic Influenza (2005). Executive Summary

[Optional readings:]{.underline}

-   Peters, R., Covello, V, & McCallum, D. (1997). The Determinants of
    Trust and Credibility in Environmental Risk Communication. *Risk
    Analysis*, *17(1): 43-54.*

-   McComas, K. (2003). Citizen Satisfaction with Public Meetings Used
    for Risk Communication. *Journal of Applied* *Communication
    Research*, 31 (2), 164-184.

-   Chess, C. (2000). Improving public participation in solving
    environmental health problems. [Journal of Environmental Health,
    63]{.underline}(1), 24-28.

-   Trumbo, C. & McComas, K. (2002). The function of credibility in
    information processing for risk perception. *Risk Analysis,* 23(2),
    343-353.

-   Kasperson, R. (1986). Six Propositions on Public Participation and
    their Relevance for Risk Communication. *Risk Analysis*, 6 (3),
    275-281.

-   Slovic P. (1999). Trust, emotion, sex, politics and science:
    Surveying the risk-assessment battlefield. *Risk Analysis,* 19(4):
    689-701. Available online at:
    <http://www.springerlink.com/content/h67842730l95/?sortorder=asc&p_o=10>.

##### Week 6: Oct. 3 Psychology of a Crisis & Emotions, Risk Perception and Risk Communication 

By the end of this class, each student will be able to:

-   Describe the psychology of a crisis;

-   Articulate the role that emotion plays in risk perception and
    communication;

-   Understand current research on the impact of emotions related to
    terrorism;

-   Contemplate implications of emotions in crisis situations for risk
    communication

    [Class Activities:]{.underline}

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-   Lecture

-   Discussion

    [Required readings and other resources:]{.underline}

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-   Centers for Disease Control and Prevention (2002). *Crisis and
    Emergency Risk Communication*. Module 2: Psychology of a Crisis.

-   Lating, J. (2005). The Psychological Contagion Effect. Everly, G. &
    Parker, C. (Eds). Mental Health Aspects of Disaster: Public Health
    Preparedness and Response. Baltimore, MD: Johns Hopkins Center for
    Public Health Preparedness.

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-   Sandman, P. (2002). Beyond Panic Prevention: Addressing emotion in
    emergency communication. [Emergency Risk Communication
    CDCynergy]{.underline} \[On-line\]. Available online at:
    <http://www.psandman.com/articles/beyond.pdf>

-   Sandman, P. (2004). Coping with the Emotional Side of the Crisis:
    Part 1. Available online at:
    <http://www.psandman.com/handouts/AIHA/page3.pdf>

-   Sandman, P. (2004) Crisis Communication: Panic, Panic and Fear of
    Fear. Available online at:
    <http://www.psandman.com/handouts/AIHA/page24.pdf>

[Optional readings:]{.underline}

-   Lerner, J. & Keltner, D. (2001). Fear, Anger, and Risk. *Journal of
    Personality and Social Psychology*, 84, 165-176. Available online
    at:
    <http://computing.hss.cmu.edu/lernerlab/pdfs/Lerner_and_Keltner_2001_JPSP_Paper.pdf>

-   Fischhoff, B., Gonzalez, R. M., Lerner, J. S., & Small, D. A.
    (2005). Evolving judgments of terror risks: Foresight, hindsight,
    and emotion. *Journal of Experimental Psychology*: Applied, 11,
    124-139. Available online at:
    <http://gateway.ut.ovid.com/gw1/ovidweb.cgi?T=JS&PAGE=fulltext&D=ovft&AN=00042740-200506000-00005&NEWS=N&CSC=Y&CHANNEL=PubMed>.

-   Lerner, J., Gonzalez, R., Small, D., & Fischhoff, B. (2003). Effects
    of fear and anger on perceived risks of terrorism: a national field
    experiment. *Psychological Science*, 14(2), 144-150. Available
    online at:
    [[http://computing.hss.cmu.edu/lernerlab/pdfs/Lerner_2003_PS_Paper.pdf](http://www.blackwell-synergy.com/openurl?genre=article&sid=nlm:pubmed&issn=0956-7976&date=2003&volume=14&issue=2&spage=144).]{.underline}

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-   Perry, R. & Lindell, M. (2003). Understanding Citizen Response to
    Disasters with Implications for Terrorism. Journal of Contigencies
    and Crisis Management, 11 (2), 49-60

### *Week 7: Oct. 10 Case Studies in Risk Communication: Lessons Learned for Best Practices*

By the end of this class, each student will be able to:

-   Articulate lessons from prior risk communication efforts for
    terrorism and disasters today;

-   Identify the core principles of risk communication; and

-   Understand how those principles and rules can shape an effective
    response during a terrorist event or natural disaster.

    [Class Activities:]{.underline}

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-   Informal presentations of case studies

-   Lecture & Discussion

[Required readings:]{.underline}

-   Mullin, S. (2004). New York City's Communications Trials by Fire
    from West Nile to SARS. [Biosecurity and Bioterrorism: Biodefense
    Strategy, Practice, and Science]{.underline}.

-   Seeger, M. (2006). Best Practices in Crisis Communication: An Expert
    Panel Process. *Journal of Applied Communication Research*, 34 (3),
    232-244.

-   Covello, V. (2003). Best Practices in Public Health Risk and Crisis
    Communication. *Journal of Health Communication*, 8, 5-8.

-   Agency for Toxic Substances and Disease Registry. A Primer on Health
    Risk communication Principles and Practices. Available online at
    <http://www.atsdr.cdc.gov/HEC/primer.html>

-   National Research Council (1989). Chapter 1: Introduction.
    *Improving Risk Communication.* Washington, DC: National Academy
    Press. See access to this chapter through the books section of
    Courseweb.

-   Sorenson, J. (2004). Risk Communication and Terrorism. *Biosecurity
    and Bioterrorism: Biodefense Strategy, Practice, and Science*, 2
    (3).

[Potential readings to inform your discussion of a case
example:]{.underline}

-   Sandman, P. & Lanard, J. (2003). Duct tape risk communication.
    [Emergency Risk Communication CDCynergy]{.underline} \[On-line\].
    Available online at <http://www.psandman.com/col/ducttape.htm>

-   Sandman, P. (2002). Smallpox Vaccination: Some Risk Communication
    Linchpins. Available online at
    <http://www.psandman.com/col/smallpox.htm>

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-   Lanard, J. & Sandman, P. (2003). Practicing for the Big One:
    Pennsylvania's Hepatitis A Outbreak and Risk Communication.
    Available at <http://www.psandman.com/col/hepatitis.htm>

-   Sandman, P. & Lanard, J. (2005). Pandemic Influenza Risk
    Communication: The Teachable Moment. Available at
    <http://www.psandman.com/col/pandemic.htm>

-   Lanard, J. & Sandman, P. (2005). Superb Flu Pandemic Risk
    Communication:\
    A Role Model from Australia. Available at
    <http://www.psandman.com/col/abbott.htm>

-   McCally, M., Garg, A., & Oleskey, C. (2001). The challenges of
    emerging illness in urban environments: An overview. *Journal of
    Urban Health: Bulletin of the New York Academy of Medicine, 78*(2),
    350-357. Available online at:
    <http://www.springerlink.com/content/41h0557p81154356/fulltext.pdf>.

-   Takeuchi, MT. (2006). Avian Influenza Risk Communication, Thailand.
    *Emerging Infectious Diseases,* 12(7),1172-1173*.* Available at:
    <http://www.cdc.gov/ncidod/eid/vol12no07/06-0277.htm>

-   The Trust for Americans Health (2005) It's not Flu as Usual: What
    Faith-based and Community Organizations Need to Know about Pandemic
    Flu. Available at
    [http://healthyamericans.org/reports/flu/brochures/FluBrochureFaith.pdf.]{.underline}

-   Kovats, R. & Ebi, K. (2006). Heatwaves and Public Health in Europe.
    The European Journal of Public Health.

-   Sandman, P. (2003). Public Health Outrage and Smallpox Vaccination:
    An Afterthought. Available online at
    <http://www.psandman.com/col/smallpx2.htm>

-   Sandman, P. (2001). Anthrax, Bioterrorism, and Risk Communication:
    Guidelines for Action. Available online at
    <http://www.psandman.com/col/part1.htm> (includes parts 2 & 3)

## Week 8: Oct. 17 Understanding Your Audience: Formative Research to Improve Messages [\[please note special time and location of this class at 3:30 at Forbes Allies Center\]]{.underline}

By the end of this class, each student will be able to:

-   Explain the importance of formative research for crisis and
    emergency risk communication;

-   Describe how the results for critical research activities at CDC can
    inform crisis and emergency risk communication

    [Class activities:]{.underline}

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-   Guest lecture by Betsy Mitchell, Emergency Communication System, CDC

-   Class discussion

    [Required readings and other resources:]{.underline}

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-   Wray, R. & Kupka, J. (2004). What Does the Public Want to know in
    the event of a terrorist attack using plague? *Biosecurity and
    Bioterrorism: Biodefense Strategy, Practice, and Science*, 2 (3).

-   Glik, D., Harrison, K., Davoudi, M. & Riopelle, D. (2004). Public
    Perceptions and Risk Communication for Botulism. *Biosecurity and
    Bioterrorism: Biodefense Strategy, Practice, and Science*, 2 (3).

-   Becker, S. (2004). Emergency Communication and Information Issues in
    Terrorist Events Involving Radioactive Materials. *Biosecurity and
    Bioterrorism: Biodefense Strategy, Practice, and Science*, 2 (3).

-   Henderson, J., Henderson, L., Raskob, G. & Boatright, D. (2004).
    Chemical (VX) Terrorist Threat: Public Knowledge, Attitudes and
    Responses. *Biosecurity and Bioterrorism: Biodefense Strategy,
    Practice, and Science*, 2 (3).

-   Centers for Disease Control and Prevention (2002). *Crisis and
    Emergency Risk Communication*. Module 3: Messages and Audiences.

    ***Week 9: Oct. 24 Developing Message Maps***

By the end of this class, each student will be able to:

-   Employ Covello's message mapping process to develop risk
    communication messages;

-   Create appropriate risk comparisons; and

-   Develop a message map that utilizes components that have been found,
    in the literature, to be effective.

    [Class activities:]{.underline}

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-   Development and presentation of message maps by teams

-   Discussion

    [Required readings and other resources:]{.underline}

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-   Covello, V. Message Mapping from ERC CDCynergy.

-   National Research Council (1989). Chapter 2: Understanding Hazards
    and Risks. *Improving Risk Communication.* Washington, DC: National
    Academy Press. You can access this through the books section on
    Courseweb.

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-   Centers for Disease Control and Prevention (2002). *Crisis and
    Emergency Risk Communication*. Module 8: Channels.

-   Sandman, P. (2004). How to do Risk Comparisons. Available at
    <http://www.psandman.com/handouts/AIHA/page44.pdf>

-   Sandman, P. (2004). Is this a Good Risk Comparison? Available at
    <http://www.psandman.com/handouts/AIHA/page45.pdf>

[Optional readings]{.underline}

-   Covello, V., Sandman, P., & Slovic, P. (1988). Risk communication,
    Risk Statistics, and Risk Comparisons: A Manual for Plant Managers.
    Available online at
    [www.psandman.com/articles/cma-2.htm](http://www.psandman.com/articles/cma-2.htm)

***Week 10: Oct 31 Evaluation and Communication Plans***

By the end of this class, each student will be able to:

-   Distinguish phases of an evaluation;

-   Articulate how evaluation can assist in CERC efforts;

-   Apply basic evaluation strategies to their communication plan.

    [Class Activities:]{.underline}

-   Lecture

-   Team exercise on writing objectives and drafting evaluation
    strategies

[Required readings:]{.underline}

-   Fischoff, B., Gonzalez, R., Small, D., & Lerner, J. (2003).
    Evaluating the Success of Terror Risk Communications. *Biosecurity
    and Bioterrorism: Biodefense Strategy, Practice and Science,* 1 (4).
    Available online at
    <http://www.liebertonline.com/doi/pdf/10.1089/153871303771861450>

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-   CERC CDCynergy. Post-event phase.
    D:\\Content\\activeinformation\\resources\\WKSHEET_evaluation_planning.pdf

[Optional Readings:]{.underline}

-   Agency for Toxic Substances and Disease Registry.\
    *Evaluation Primer on Health Risk Communication Programs\
    Programs and Outcomes*. Available online at
    <http://www.atsdr.cdc.gov/HEC/evalprmr.html>

***Week 11: Nov. 7 Risk Communication and Working with Media***

By the end of this class, each student will be able to:

-   Articulate the role of the media during a terrorist crisis;

-   Understand the relationship between public health and the media.

    [Class Activities:]{.underline}

-   Guest lecture by Guillermo Cole, spokesperson for Allegheny County
    Health Department

[Required Readings:]{.underline}

-   Centers for Disease Control and Prevention (2002). *Crisis and
    Emergency Risk Communication*. Module 5: Spokesperson and Module 6:
    working with the media.

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-   77 Questions commonly asked by journalists during a crisis.
    Available online at
    <http://archive.naccho.org/NACCHO-Annual2002/a-journalistQuestions.pdf>

-   33 Most frequently used bridging statements employed by
    communication professionals in media interviews. Available online at
    <http://www.in.gov.isdhlbioterrorism/bridging_statements.htm>

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-   Questions for reporters: Available online at
    [http://www.state.in.us/isdh/bioterrorism/questions\_%20reporters.htm](http://www.state.in.us/isdh/bioterrorism/questions_ reporters.htm)

***Week 12: Nov. 14 Risk Communication and Working with Media***

By the end of this class, each student will be able to:

-   Articulate the role of the media during a terrorist crisis;

-   Understand the relationship between public health and the media.

    [Class Activities:]{.underline}

-   Lecture and video

-   Exercise

    [Readings:]{.underline}

    -   Quarantelli, E. (2002). The Role of the Mass Communication
        System in Natural and Technological Disasters and Possible
        Extrapolation to Terrorist Situations. *Risk Management: An
        International Journal*, 7-20.

    -   Vasterman, P., Yzermans, C. & Dirkzwager, A. (2005). The Role of
        the Media and Media Hypes in the Aftermath of Disasters.
        *Epidemiologic Reviews*, 27, 107-114.

[Optional Readings]{.underline}

-   Winett, L. & Lawrence, R. (2005). The Rest of the Story: Public
    Health, the News and the 2001 Anthrax Attacks. *The Harvard Journal
    of Press/Politics.* Available online at:
    <http://hij.sagepub.com/content/vol10/issue3/>

-   Radio-Television News Directors Association and Foundation. *A
    Journalist\'s Guide To Covering Bioterrorism\--Second Edition*.
    Available online at:
    <http://www.rtnda.org/resources/bioterror.shtml>

-   Fred Friendly Seminars (2004). *The News Media and Public Health*.
    Available online at: <http://www.fredfriendly.org/conf_report.pdf>

-   [Media Interactions with the Public in Emergency Situations: Four
    Case Studies](http://www.loc.gov/rr/frd/Media_Interaction.htm).
    Federal Research Division, Library of Congress. Available online at:
    <http://www.loc.gov/rr/frd/pdf-files/Media_interaction.pdf>

-   Roche, J. (2002). Print Media Coverage of Risk-risk Tradeoffs
    Associated with West Nile Encephalitis and Pesticide Spraying.
    *Journal of Urban Health: Bulletin of the New York Academy of
    Medicine,* 79 (4), 482-490. Available online at:
    <http://www.springerlink.com/content/y323v73076w13345/fulltext.pdf>.

*Week 13: Nov. 21* ***Dilemmas and Ethical Issues***

By the end of this class, each student will be able to:

-   Articulate common dilemmas and critical ethical issues in risk
    communication;

-   Examine those issues in the context of preparedness for terrorism,
    disasters and disease outbreaks;

-   Apply ethical guidelines from public health and bioethics.

[Class Activities:]{.underline}

-   Discussion

-   Small group activity

[Required readings:]{.underline}

-   Eisenman, D., Wold, C., Setodji, C., Hickey, S., Lee, B., Stein, B.&
    Long, A. (2004). Will Public Health's Response to Terrorism be
    Fair:? Racial/Ethnic Variations in Perceived Fairness during a
    Bioterrorism Attack. *Biosecurity and Bioterrorism: Biodefense
    Strategy, Practice, and Science*, 2 (3).

-   Johnson, B.B. (1999). Ethical issues in risk communication:
    continuing the discussion. [Risk Analysis, 19]{.underline}(3),
    335-348.

-   Sandman, P. (2003). Dilemmas in emergency communication policy.
    [Emergency Risk Communication CDCynergy]{.underline}. Available
    online at <http://www.psandman.com/articles/dilemmas.pdf>

[Optional readings:]{.underline}

-   University of Toronto Joint Center for Bioethics Pandemic Influenza
    Working Group. (2005). *Stand on Guard for Thee: Ethical
    considerations in preparedness planning for pandemic influenza.*
    November 2005, 1-27.

##### 

##### Week 14: Nov 28 Disease, Disaster and Democracy: Engaging Citizens in Preparedness

By the end of this class, each student will be able to:

-   Articulate the rationale for citizen engagement in preparedness
    activities; and

-   Develop strategies that will engage citizens and communities.

    [Class Activities:]{.underline}

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-   Guest lecture by Dr. Monica Schoch-Spana, UPMC Center for
    Biosecurity

[Required readings:]{.underline}

-   To be provided

***Week 15: Dec 5 Student Presentations***

By the end of this class, each student will be able to:

-   Present a communication plan; and

-   Critique the strengths and weaknesses of a risk communication plan.

    [Class Activities:]{.underline}

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-   Student presentations

    ***Week 16: Dec. 12 Student Presentations and course evaluation***

By the end of this class, each student will be able to:

-   Present a communication plan; and

-   Critique the strengths and weaknesses of a risk communication plan;
    and

-   Evaluate the course.

    [Class Activities:]{.underline}

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-   Student presentations

-   Course evaluation