Crisis Communication: Your text highlights the work of Peter Sandman as well as the work of Ratzan and Meltzer. Describe the two different but related risk communication frameworks. Then, with those frameworks in mind, develop message map for an example of your choosing. 250 word

CHAPTER 12 PUBLIC HEALTH AND CRISIS COMMUNICAT THEORETICAL PERSPECTIVES agement/Communication Framework that, after eating lunch in their scho maas local children have become ill, some of ol cafete- and preparation personnel, state ng hospitalization. As the health educat atza benefits of engaging stakeholders: (1) They can give you valuable, diverse input, (2) they can be should be) active partners in achieving shared goals; and (3) if you trust each other, you can engage in two- way communication that is honest and open rat the health department, you are pern manage the crisis. Your staff has received and Meltzer observe that there on su- several ed from worried parents and 15 calls from m nals, and the issue has not even hit the n 25 a What do you do first? yet vo might start by refreshing your knowled In the current crisis, you might not know all of the stakeholders personally, but if you have made it a point to interact with at least a few key people in each group, you will be more effective in this crisis. In addition, you can activate your network to extend outreach to stakeholder groups. For example, if the health depart- ment supplies local schools with nurses, you might enlist the nurses' help in communicating with stake- holders. In the same way, you might call on health scott Ratzan and Wendy Meltzer's (2005) risk ge ment/communication framework (RMCF) ing on extensive experience in crisis and risk Wi Dra ommunication, Ratzan and Meltzer develo their of guidelines presented in the WHO Maxims for EE ped odel to be an elegant and useful synthesis Health and Risk Communication, the U.S food and Drug Administr Management, Covello's (2003) Best Practices in Public others.If you have laid good groundwork and are open Health Risks and Crisis Communication, and other ation (FDA) Model for Risk inspectors, nspectors, media relations staff, PTA presidents, and r and trustworthy with stakeholders, a crisis can renew and strengthen relationships rather than damage them (Ratzan & Meltzer, 2005; Ulmer, Seeger, & Sellnow, 2007). Establishing the Foundations Communicating with the Public A portion of the information you want conveyed be passed along through mass media. Understand If you are wise, the first step in managing the crisis ly began long before it occurred. Experts recom- mend developing interactive and trusting relation ing media professionals' goals will help you work as partners rather than as adversaries. Be mindful that reporters have a stake in presenting immediate, accu rate, and interesting information to the public.T ships with stakeholders when things are calm. They also recommend creating teams and crisis manage ment plans and practicing what to do when a crisis occurs. Another precaution is to collect information that will be helpful, quick at hand, and tailored to dif- ferent audiences. Ratzan and Meltzer (2005) point out that there is not always time in a crisis to construct and pretest new messages carefully. In your case look as foolish as you do if they pass along inaccurate information. But this does not mean you should keep them waiting until you know everything. "Today's media have a need for constant information updates food n about food to fill 24-hour broadcasts," Ratzan and Meltzer (2005) advise, adding, "Crisis communicators need to be aware that if they do not supply information, the media will report what they have" (p. 328). ing ready access to good information e illnesses will make your job a great deal easier. In communicating with the public (either in person or through media channels), Ratzan and Meltzer (2005) recommend, be "clear, honest and Partnering with Stakeholders Stakeholders are important before, during, and after a crisis. Ratzan and Meltzer (2005) embrace a broad defnition of stakeholders as "anyone and everyone ouched by the event" (p. 325). In your case, this might thean parents, children, school employees, public officials, health professionals, food distribution compassionate" (p. 330). Being clear requires that you consider the different needs and literacy levels that might make sense reporters, of stakeholders. Information that continued c oficials, health professionals, food distribution 300 PARTVI MEDIA, PUBLIC POLICY, AND HEALTH PROMOTION continued As indicated, each of these stages involves o researchers and clinicians can bewilder and with stakeholders (members of the media professionals, and others), making creating messages and communication strate- frighten members of the public. All the while, show that you care and are feeling emotions. "This is the exact reason Mayor Giuliani was so successful at gies, and continually monitoring and refining your strategies. managing a citywide crisis" after the 9/11 terrorist attacks, say Ratzan and Meltzer (p. 331). Citizens believed that he genuinely cared. However, be sure that you do not allow your emotions to exaggerate What Do You Think? or minimize the severity of the crisis. Your words With regard to the sick schoolchildr ren crisis and demeanor convey to the public how they should described at the opening of this box: 1. Where would you begin? What would you do think and feel about the crisis. Always "think before you speak,"urge Ratzan and Meltzer (p. 331) first? What stakeholders might you involve, and why What questions would you ask each stakeholder group? Internal Communication Strategies In the general rush to meet public and media de mands, it is easy to neglect teamwork in a crisis. But this oversight can lead to devastating mistakes Ratzan and Meltzer (2005) underscore the importance of communicating regularly with members of your team. Depending on the duration of the crisis, you might call daily or twice-a-day briefings at which ev eryone can compare notes and impressions 3. How would you enlist the stakeholders as active 4. How will you get (and convey) answers to re partners in the process? port ers' questions such as the following: How sick are the children? Could this be deadly? Can you arrange interviews with some of the children or parents? How likely is it that other children will come down sick? Have you definitively linked the illness to food served at school? If so, what food was it? Who is responsible for food at school? Is there a chance that the tainted food was distrib uted to other schools as well? To restaurants? To grocery stores? With these principles in mind, RMCF presents five tages of risk management (quoted verbatim from Ratzan & Meltzer, 2005, p. 335) Risk assessment: Estimation and evaluation of risk 2. Risk confrontation: Determining acceptable level of 3. Risk intervention: Risk control action 4. Risk communication: Interactive process of ex- What will you do when your staff cannot keep up with all the phone calls, much less research the issue and contact stakeholders? risk in a larger context 6. When the crisis has passed, how will you evalu- changing risk information Risk management evaluation: Measure and ensure effectiveness of risk management efforts ate the success or failure of your efforts? 7. What might you do to prepare for future risks and crises? becoming an imminent threat somewhere else CW Case Studies A Global Perspective n the past, it was largely feasible to contain contagious Health Report,"2007, p. x). (See Box 12.4 for a proile famous disease carriers and some tough con about personal liberties and publie welfare.) Another problem is that diseases-and their lnesses such as smallpox and yellow fever to geographic sistance to known drugs-are multiplying ectors. Now, because more than 2 billion people a day Chan, director-general of WHO, cautions that, to locations it would have taken days, weeks, or 1970, about one new disease has surfaced ev CHAPTER 12 PUBLIC HEALTH AND CRISIS COMMUNICAT THEORETICAL PERSPECTIVES agement/Communication Framework that, after eating lunch in their scho maas local children have become ill, some of ol cafete- and preparation personnel, state ng hospitalization. As the health educat atza benefits of engaging stakeholders: (1) They can give you valuable, diverse input, (2) they can be should be) active partners in achieving shared goals; and (3) if you trust each other, you can engage in two- way communication that is honest and open rat the health department, you are pern manage the crisis. Your staff has received and Meltzer observe that there on su- several ed from worried parents and 15 calls from m nals, and the issue has not even hit the n 25 a What do you do first? yet vo might start by refreshing your knowled In the current crisis, you might not know all of the stakeholders personally, but if you have made it a point to interact with at least a few key people in each group, you will be more effective in this crisis. In addition, you can activate your network to extend outreach to stakeholder groups. For example, if the health depart- ment supplies local schools with nurses, you might enlist the nurses' help in communicating with stake- holders. In the same way, you might call on health scott Ratzan and Wendy Meltzer's (2005) risk ge ment/communication framework (RMCF) ing on extensive experience in crisis and risk Wi Dra ommunication, Ratzan and Meltzer develo their of guidelines presented in the WHO Maxims for EE ped odel to be an elegant and useful synthesis Health and Risk Communication, the U.S food and Drug Administr Management, Covello's (2003) Best Practices in Public others.If you have laid good groundwork and are open Health Risks and Crisis Communication, and other ation (FDA) Model for Risk inspectors, nspectors, media relations staff, PTA presidents, and r and trustworthy with stakeholders, a crisis can renew and strengthen relationships rather than damage them (Ratzan & Meltzer, 2005; Ulmer, Seeger, & Sellnow, 2007). Establishing the Foundations Communicating with the Public A portion of the information you want conveyed be passed along through mass media. Understand If you are wise, the first step in managing the crisis ly began long before it occurred. Experts recom- mend developing interactive and trusting relation ing media professionals' goals will help you work as partners rather than as adversaries. Be mindful that reporters have a stake in presenting immediate, accu rate, and interesting information to the public.T ships with stakeholders when things are calm. They also recommend creating teams and crisis manage ment plans and practicing what to do when a crisis occurs. Another precaution is to collect information that will be helpful, quick at hand, and tailored to dif- ferent audiences. Ratzan and Meltzer (2005) point out that there is not always time in a crisis to construct and pretest new messages carefully. In your case look as foolish as you do if they pass along inaccurate information. But this does not mean you should keep them waiting until you know everything. "Today's media have a need for constant information updates food n about food to fill 24-hour broadcasts," Ratzan and Meltzer (2005) advise, adding, "Crisis communicators need to be aware that if they do not supply information, the media will report what they have" (p. 328). ing ready access to good information e illnesses will make your job a great deal easier. In communicating with the public (either in person or through media channels), Ratzan and Meltzer (2005) recommend, be "clear, honest and Partnering with Stakeholders Stakeholders are important before, during, and after a crisis. Ratzan and Meltzer (2005) embrace a broad defnition of stakeholders as "anyone and everyone ouched by the event" (p. 325). In your case, this might thean parents, children, school employees, public officials, health professionals, food distribution compassionate" (p. 330). Being clear requires that you consider the different needs and literacy levels that might make sense reporters, of stakeholders. Information that continued c oficials, health professionals, food distribution 300 PARTVI MEDIA, PUBLIC POLICY, AND HEALTH PROMOTION continued As indicated, each of these stages involves o researchers and clinicians can bewilder and with stakeholders (members of the media professionals, and others), making creating messages and communication strate- frighten members of the public. All the while, show that you care and are feeling emotions. "This is the exact reason Mayor Giuliani was so successful at gies, and continually monitoring and refining your strategies. managing a citywide crisis" after the 9/11 terrorist attacks, say Ratzan and Meltzer (p. 331). Citizens believed that he genuinely cared. However, be sure that you do not allow your emotions to exaggerate What Do You Think? or minimize the severity of the crisis. Your words With regard to the sick schoolchildr ren crisis and demeanor convey to the public how they should described at the opening of this box: 1. Where would you begin? What would you do think and feel about the crisis. Always "think before you speak,"urge Ratzan and Meltzer (p. 331) first? What stakeholders might you involve, and why What questions would you ask each stakeholder group? Internal Communication Strategies In the general rush to meet public and media de mands, it is easy to neglect teamwork in a crisis. But this oversight can lead to devastating mistakes Ratzan and Meltzer (2005) underscore the importance of communicating regularly with members of your team. Depending on the duration of the crisis, you might call daily or twice-a-day briefings at which ev eryone can compare notes and impressions 3. How would you enlist the stakeholders as active 4. How will you get (and convey) answers to re partners in the process? port ers' questions such as the following: How sick are the children? Could this be deadly? Can you arrange interviews with some of the children or parents? How likely is it that other children will come down sick? Have you definitively linked the illness to food served at school? If so, what food was it? Who is responsible for food at school? Is there a chance that the tainted food was distrib uted to other schools as well? To restaurants? To grocery stores? With these principles in mind, RMCF presents five tages of risk management (quoted verbatim from Ratzan & Meltzer, 2005, p. 335) Risk assessment: Estimation and evaluation of risk 2. Risk confrontation: Determining acceptable level of 3. Risk intervention: Risk control action 4. Risk communication: Interactive process of ex- What will you do when your staff cannot keep up with all the phone calls, much less research the issue and contact stakeholders? risk in a larger context 6. When the crisis has passed, how will you evalu- changing risk information Risk management evaluation: Measure and ensure effectiveness of risk management efforts ate the success or failure of your efforts? 7. What might you do to prepare for future risks and crises? becoming an imminent threat somewhere else CW Case Studies A Global Perspective n the past, it was largely feasible to contain contagious Health Report,"2007, p. x). (See Box 12.4 for a proile famous disease carriers and some tough con about personal liberties and publie welfare.) Another problem is that diseases-and their lnesses such as smallpox and yellow fever to geographic sistance to known drugs-are multiplying ectors. Now, because more than 2 billion people a day Chan, director-general of WHO, cautions that, to locations it would have taken days, weeks, or 1970, about one new disease has surfaced ev