Risk Communication. Kaci Buhl, MS

Transcription

1 Risk Communication Kaci Buhl, MS

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3 Call the National Pesticide Information Center An objective information service for pesticides Toll-free phone service available: 11:00 3:00 Eastern; 8:00 12:00 Pacific Funded through a cooperative agreement with EPA NPIC answers ~ 12,000 inquiries per year from diverse audiences

4 Call the National Pesticide Information Center To compare the toxicity of products To evaluate the persistence of pesticides To discuss specific pesticides and potential health effects To discuss risk to groundwater, fish, bees, or pets For help with confusing label statements To find local resources

5 Risk-Comm Training The science of risk perception A framework for risk communication Communication moves that build trust o Verbally o In writing o On the web Incident intake Checklists to share back home

6 The Science of Risk Perception Every hazard is unique Every person is unique Acknowledgement: Dr. Paul Slovic, University of Oregon

7 Risk Human beings made up the concept of risk. It cannot be objectively measured. Assumptions and subjective judgments are used. Most risk perception is determined by fast intuitive feelings. The risk(s) cannot be separated from the benefit(s) Understanding risk perception is critical for effective communication.

8 Results of failed risk communication Frustrated scientists, regulators, and industrialists think the public makes irrational or ignorant judgments. The public thinks that risks are underestimated to serve someone else s purposes, not their own.

9 Risk Perceptions Stigma Process of Stigmatization Affects: o Technologies: nuclear, chemical, bioengineering o Places: Chernobyl, Love Canal o Products: Alar Tylenol Three Mile Island $100 million $1.4 billion $10 billion Economic Losses ($) Today: Ground Beef (Pink Slime); GMO foods, Water re-use

10 Risk Perception Factors Who benefits? How much? Who defines the way we measure the risk? Gut feelings, probability neglect Worldview Other outrage factors (dread, voluntary, etc.)?

11 High Risk Low Low Activities, hazards, etc. Benefit High In the world, risk and benefit are positively correlated. In people s minds, they are negatively correlated.

12 High Activities, hazards, etc. Risk Low Low Benefit High According to social science research, the relationship between risk and benefit in people s minds is negatively correlated.

13 Figure 1 Perceived risks and benefits of nanotechnology and 43 other technologies, based on 503 responses to a national telephone survey. Source:Currall et al. 2006

14 Radiation Benefit Risk Benefit Risk Nuclear Power X-rays Chemicals Benefit Pesticides Risk Benefit Risk Prescription Drugs Figure 3. Mean perceived risk and perceived benefit for medical and nonmedical sources of exposure to radiation and chemicals. Each item was rated on a scale of perceived risk ranging from 1 (very low risk) to 7 (very high risk) and a scale of perceived benefit ranging from 1 (very low benefit) to 7 (very high benefit). Data are from a national survey in Canada by Slovic et al., 1991.

15 Risks are less likely to be acceptable if the benefits are hidden from view, or if they are not fairly distributed among those who bear the risks.

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17 Risk denial increases with perceived control Sjoberg, L. Factors in Risk Perception Risk Analysis 20:1 (pp1-11)

18 How is risk defined? Who decides? Is coal mining getting safer? Accidental deaths per million tons of coal mined in the United States Accidental deaths per thousand coal mine employees in the United States

19 Defining risk is an act of power Counting fatalities gives equal weight to: Young and old Painful and painless deaths Voluntary and involuntary exposure(s) Fair (beneficial) and unfair (no benefit) Whoever controls the definition of risk is in control: If you define risk one way, no action may be needed. If you define risk another way, major actions may be in order.

20 Gut feelings Risk and benefit are fused in the mind into a feeling. Feelings about outcomes and feelings about probabilities are often confused. When strong emotions are involved, there is probability neglect.

21 Strong Emotion Overcomes Probability Prices paid to avoid electric shock and $20 penalty $ % 99% Money Shock Probability Payment to avoid a chance of electric shock is not much affected by probability Source: Rottenstreich & Hsee: Money, Kisses, and Electric Shock: On the Affective Psychology of Risk. Psychological Science, 2001

22 Cass R. Sunstein The Journal of Risk and Uncertainty, 26(2/3); 2003 People are prone to... probability neglect, especially when their emotions are intensely engaged. When probability neglect is at work, people s attention is focused on the bad outcome itself, and they are inattentive to the fact that it is unlikely to occur. Probability neglect is highly likely in the aftermath of terrorism. People fall victim to probability neglect when the intensity of their reaction does not change much, even with large differences in the likelihood of harm.

23 Many people lack dose-response sensitivity for exposure to chemicals that can produce effects that are dreaded, such as cancer. If large exposures are bad, small exposures are also bad. High Cancer risk Public Toxicologists Low Low Small probability of harm Exposure High High probability of harm

24 Worldview - Hierarchist (support superior/subordinate social relations and detest civil disobedience) - Individualists (support self-regulation, individual achievement and reward and dislike social rules that constrain individual initiative) - Egalitarians (support broad distribution of power and wealth and dislike ranked role differentiation) - Communitarians (see nature as capricious and thus uncontrollable)

25 Some questions that measure worldviews (agree?) The government should stop telling people how to live their lives (Individualism) The government should do more to advance society s goals, even if that limits the freedom of individuals (Communitarian) Our society would be better off if the distribution of wealth was more equal (Egalitarianism) We should let the experts make all the risk decisions for society (Hierarchism)

26 People with different worldviews were asked about their attitudes towards nanotechnology, before and after being given information about nanotechnology.

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28 Personal outrage factors In person s control Out of person s control Voluntary Imposed Beneficial Not beneficial Natural Man-made Affects only adults Affects children Lower risk perceived Familiar Exotic Trusted entity Untrusted entity Higher risk perceived

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30 Rank risks from highest (1) to lowest (4) Rank items from 1 (high amount of control) to 4 (low amount of control) Rank items from lowest benefit (1) to highest benefit (4) Your local government borrows money to replace the high school You smoke a cigar every few months Your family is giving up sugar for 30 days. You like to camp/hike in remote wilderness areas

31 Rank risks from highest (1) to lowest (4) Rank items from 1 (high amount of control) to 4 (low amount of control) Rank items from highest benefit (1) to lowest benefit (4) Your local government borrows money to replace the high school You smoke a cigar every few months Your family is giving up sugar for 30 days You like to camp/hike in remote wilderness areas 2 3 2

32 We just covered Risk Perception Factors Who benefits? How much? Who defines the way we measure the risk? Gut feelings, probability neglect Worldview Other outrage factors (dread, voluntary, etc.)?

33 The Framework for Risk Communication

34 Framework for Risk Communication Frame as risk rather than safety The risk equation as scaffolding for risk communication A proposed checklist Tips from neuroscience

35 Why risk, when people ask about safety? Safety Yes or No No precautions necessary Safe is safe for everyone Easy to explain Risk More risky less risky Precautions reduce risk Risk is higher for certain people Harder to explain The impression of safety Careless behaviors, lack of vigilance Increased risk

36 Imagine asking your doctor about a new medication You ask Is it Safe? Yes Trust me. Which response would inspire the most trust? Yes, as long as You tell me about all of your current medications, allergies and symptoms. We watch for signs like (this) and (that), which might mean that we should adjust the dose. We do not add other medications without talking about it together. etc. No

37 Now imagine someone asked about the safety of a pesticide application Is it Safe? Yes Trust me. Yes, as long as You tell me about all of your pest problems, previous treatments and sensitive sites/individuals You wait X hours to return, and ventilate right away You check the bait stations periodically to make sure they re secure You do not add other treatments without talking about it together etc. No

38 Re-framing the safe question Is it safe? The risk is low, but tell me about your specific concerns Listen Consider tailored approaches Quickly explain why safe isn t the right word or mindset Discuss risk level and things that affect it

39 Toxicity The risk equation as scaffolding Informed Risk Decision-making Exposure

40 The power of the risk equation Toxicity X Exposure = Risk Careless behaviors, lack of vigilance 10 X 10 = X 50 = X 5 = X 1 = X 0 = 0 5 X 10 = 50 5 X 5 = 25

41 Talking about toxicity and exposure Risk = Toxicity X Exposure Toxicology of active ingredient Product signal word Dose estimate Effects (signs, symptoms) reported in the literature Onset, duration and resolution of symptoms Distance to application site Route of potential exposure Physical/chemical properties of active ingredient Duration/frequency of exposure Bioavailability by the route in question

42 Word choice High-emotion words Consider saying Pesticide Insecticide, weed-killer Chemical Material, mixture Toxic or Safe Harmful in high enough doses, use with caution

43 Communicating Likelihood Probability (1% chance) vs. Relative Frequency (1 in 100) Acknowledgements: Dr. Paul Slovic, John Monahan, Ellen Peters, Don MacGregor

44 A patient Mr. Jones was evaluated for discharge from a mental health facility. A psychologist whose professional opinion you respect has evaluated Mr. Jones. Her conclusions, stated differently: EITHER: Patients similar to Mr. Jones have a 20% probability of committing an act of violence during the first several months after discharge. OR: Of every 100 patients similar to Mr. Jones, 20 may commit an act of violence during the first several months after discharge.

45 Do not discharge 60% 40% 21% 41% More frightening 20% 0% 20% probability 20 of 100 patients

46 20% 20% is pretty low. He probably won t hurt anyone. 20 out of 100 He could be one of those 20. Now I m thinking about 100 mental patients on the loose.

47 Talking about toxicity and exposure Risk = Toxicity X Exposure Toxicology of active ingredient Product signal word Dose estimate Effects (signs, symptoms) reported in the literature Onset, duration and resolution of symptoms Distance to application site Route of potential exposure Physical/chemical properties of active ingredient Duration/frequency of exposure Bioavailability by the route in question

48 Risk Communication Checklist: Listen, ask questions, paraphrase: Frame as risk rather than safety: Toxicity information: Exposure information: Benefit(s) of the application: Action items in person s control: Where to get more info:

49 Finding the Sweet Spot Threat/danger Reward/benefit ~60 - Norepinephrine - on alert - Dopamine - relaxed If the focus is too much on threat, learning shuts down.

50 When people experience social pain, their IQ is decreased by up to 20%. - Embarrassment, shame - Disappointment, anger

51 What else can neuroscience tell us? The brain wanders about 30% of the time. People tend to internalize the most dominant emotion in the room. Reading trumps listening, even if you try to do both. People learn best in 20-minute chunks. To maximize learning, use stories that are tangible, relatable, and emotional. This strategy turns information into a life experience.

52 One approach to relatable stories Feel: Felt: Found: Acknowledge the person s feelings (i.e. fear). Share how you felt about something similar. Share some information you found that may have influenced your thinking on the topic.

53 Pair up! It s time to practice. 5 minutes for question 1 5 minutes for question 2

54 Risk Communication Checklist: Listen, ask questions, paraphrase: Frame as risk rather than safety: Toxicity information: Exposure information: Benefit(s) of the application: Action items in person s control: Where to get more info:

55 We just covered Framework for Risk Communication Frame as risk rather than safety The risk equation as scaffolding for risk communication A proposed checklist Tips from neuroscience

56 Communication moves that build trust Verbal communication Written communication Writing for the web

57 Verbal communication Treat it like your first call or conversation of the day. Check your personal opinions at the door. Give the person your full attention. Set the tone for the conversation. Alarmed or calm?

58 Ask questions and listen, building a picture of the situation Stop any ongoing exposure(s) Clearly describe what you can/cannot do Start listing the person s questions as they tell the story. Choose words that reflect the uncertainty in the situation. Use words like may, might have, could have, etc.

59 LEAP over the barriers. Listen. Empathize. Apologize. Problem- Solve. Filters. Values. Experiences. Personality. Roles.

60 LEAP over the barriers. Listen. Empathize. Apologize. Problem- Solve. The importance of Step 1 cannot be overstated.

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62 Active listening Minimal Encouragements Paraphrasing Open-ended questions

63 Active listening DO NOT: Problem-solve Plan your response Give advice Be or appear rushed DO: Be attentive Be respectful Withhold judgment Ask brief questions

64 Active listening The listening phase is over when you can paraphrase the story/question and achieve the person s agreement. That s a complicated story. I think I understand (paraphrase the story). Is that right? Is there anything else? It sounds like you ve been through a lot. Let me make sure I understand. You did (this, that), and you found (this, that), and now you re wondering (this, that). Is that right?

65 LEAP over the barriers. Listen. Empathize. Apologize. This does not imply agreement, if done correctly. Problem- Solve. I can t imagine how you must be feeling. I m sorry that happened, it must be frustrating. I m sorry to hear that. I m an animal-lover too. My daughter has asthma, so I know what that s like.

66 Writing about risk involves science and regulations Don t be SUCH a Scientist: Talking Substance in an Age of Style Randy Olson

67 Science (objective) Doing (objective) Communicating (subjective) Substance (objective) Style (subjective) Don t be SUCH a Scientist: Talking Substance in an Age of Style Randy Olson

68 A false choice Option 1: Sacrifice scientific accuracy for the sake of communicating to everyone Option 2: Keep your science writing at a very high level, maintain strict accuracy, and likely fail to reach a broad spectrum of less technical readers Option 3: Achieve both accuracy and readability o It requires a lot more time and effort. It s not just polishing, it s a whole process. o It requires the writer to have a very deep understanding of the subject matter. Plainlanguage.gov

69 It takes an expert Don t dumb down This is easier said than done. Writing clearly without dumbing down is an art and it takes time to master, but that should be your goal. In order to achieve it, you ll need to understand what you re writing about on a deep level. Anyone can dumb down, but it takes an expert not to. Neuroskeptic A well-known blogger for Discover Magazine

70 The Science Writer s Handbook: Everything You Need to Know to Pitch, Publish, and Prosper in the Digital Age, edited by Thomas Haden and Michelle Nijhuis 2013 Sacrifice detail, not accuracy In a 300-word piece Use a few words to express uncertainty. For example, say very likely. In a 3000-word piece you can describe the reasons for the uncertainty in accessible, clear terms.

71 Say the most important things first Our top priority is protecting people/the environment. By following the procedures below, you can keep the risk low. (Notice, I didn t break down and use the word Safe. ) Background: There was a situation, here are the details, we are charged with responding etc.

72 Break it up Walls of text are not inviting. Use more headings, more white space, more visuals Use bullets, the shorter the better Use the checklist we talked about: Risk Communication Checklist: Frame as risk rather than safety: Toxicity information: Exposure information: Benefit(s) of the application: Action items in person s control: Where to get more info:

73 Jargon Here are some unnecessarily long or ugly words (and replacement words) that many people use a lot: utilize use currently now possess have however but for the purpose of for initiate start terminate end facilitate help interface meet? Talk to? relocate move retain keep Zen and the Art of Dumbing Down Your Prose Amy Miller, EPA Greenversations Blog

74 Writing for the web Factoids: Visitors to web pages spend 2-4 seconds, on average, deciding whether to leave or stay. People with limited literacy skills tend to skip whole paragraphs if they have more than 3 lines. Links and content on the right margin are often ignored, mistaken for advertisements.

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76 Write actionable content Write in plain language. Use your own voice. Put the most important information first. Describe the desirable behavior just the basics. Stay positive and realistic. Provide specific action steps.

77 Display content clearly Limit paragraph size. Use bullets or short lists. Use meaningful headings with action words Use white space, avoid clutter Keep content in the center, above the fold

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79 Plainlanguage.gov

80 Cook, J., Lewandowsky, S. (2011), The Debunking Handbook. St. Lucia, Australia: University of Queensland. November 5. ISBN [

81 We just covered Communication moves that build trust Verbal communication Written communication Writing for the web

82 Exercise: Pick a topic that you know a LOT about. Imagine or recall a noteworthy development in that story-line or topic area. Write three summary bullets for your press officer. Less is more. Look at your writing: Replace words that are unnecessarily difficult (long, technical) Break up any compound sentences (two subjects and two verbs). Double-check your accuracy. Plain language thesaurus:

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84 Incident Intake

85 Recognize the Incident Stop any ongoing exposure(s) Collect information Deploy resources/expertise Optional: Communicate risk

86 What is an Incident? An unintended pesticide exposure An intentional exposure with adverse effects A pesticide spill A pesticide misapplication Others? Caller reported a rash after sleeping with repellent on his skin. Caller ate food grown in raised beds with railroad ties lining the bottom. Caller reported smelling mothballs after sprinkling a box of them inside.

87 Stop any ongoing exposures How might you do it? Caller reports a strong odor in her home after a pesticide spilled. Caller said he accidentally sprayed his brother with bear spray in the face. Caller mentions garden dust on his arm as he s asking you an unrelated question.

88 Recognize the Incident Stop any ongoing exposure(s) Collect information Deploy resources/expertise Optional: Communicate risk

89 Key conversation moves Be clear about your own role and capabilities. For example, I can t promise anything, and I can t diagnose your problem, but I d like to take down your story and do whatever I can. Ask open-ended questions that elicit story-telling. Yes-no questions make a person feel interrogated. Ask things like, Tell me from the beginning. Can you say more about that part? Is there anything else? Make sure the caller feels like you heard them. Listen without agreeing or disagreeing. Let them tell their story. Repeat things back to them.

90 Key conversation moves Fill out your forms later. Express sympathy while withholding judgment. For example, Oh my goodness, that sounds so frustrating. I m so sorry that happened. What happened next? Do not hurry.

91 Collect information Caller asked whether picloram would run off from a neighbor s property, contaminating his drinking water. What is prompting your question? Who is making the application? What has the weather been like? What is the topography like? What kind of soils do you have? City water or well water? How far away is your neighbor? How long ago/often is the application? Have you had your water tested?

92 Caller is an agricultural worker, and he said his whole group was sprayed aerially with Agri-Mek, and have tingling sensations. Asking how long they will last.

93 Recognize the Incident Stop any ongoing exposure(s) Collect information Deploy resources/expertise Optional: Communicate risk Encourage them to call NPIC with questions about risk

94 Request incident data from NPIC All incidents documented in your state last year All incidents mentioning bees All inquiries from Spanish-speakers All incidents for a specific product (back 10 years why not?) Drift incidents with human exposures Occupational incidents with antimicrobials Pyrethroid incidents involving animal exposures Incidents at schools Misapplications by professionals in your state

95 Who can request data from NPIC? EPA personnel Risk assessors, work-groups, administrators State agencies No charge, within 2 weeks State lead agencies, Departments of environmental quality, Health departments Registrants NGOs General public Fee-based through OSU s Office of General Counsel

96 How can I request NPIC data? EPA personnel OPPIN - request form Risk assessors, work-groups, administrators You can also contact our project officer, Ana Rivera- Lupianez: , riveralupianez.ana@epa.gov State agencies Send an to Dave or Kaci State lead agencies, Departments of environmental quality, Health departments Dave Stone: dave.stone@oregonstate.edu Kaci Buhl: buhlk@ace.orst.edu

97 We just covered Incident Intake

98 We just covered Risk-Comm Training The science of risk perception A framework for risk communication Communication moves that build trust o Verbally o In writing o On the web Incident intake Checklists to share back home

99 Listen. Empathize. Apologize. Problem- Solve. Risk Checklist: Listen, ask questions, paraphrase: Frame as risk rather than safety: Toxicity information: Exposure information: Benefit(s) of the application: Action items in person s control: Where to get more info:

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101 Risk Communication Kaci Buhl, MS