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STUDENT GUIDE

FOR

Health & Environmental Risk Communication

Workshop

(CIN A-4A-0072)

STUDENT GUIDE

FOR Health & Environmental Risk Communication

Workshop

(CIN A-4A-0072)

PREPARED BY:

NAVAL CIVIL ENGINEER CORPS OFFICERS SCHOOL 3502 GOODSPEED STREET, SUITE 1

PORT HUENEME, CA 93043-4336

PREPARED FOR:

CHIEF OF NAVAL EDUCATION AND TRAINING 250 DALLAS STREET

PENSACOLA, FL 32508-5220 &

THE INTERSERVICE ENVIRONMENTAL EDUCATION REVIEW BOARD (ISEERB)

Version 3.6 May 2008

STUDENT GUIDE A-4A-0072

CHANGE RECORD

Number and Description of Change Entered By Date

Draft Version 0.0 – Original Draft

Version 1.0 – Overall revisions D.C. Bell Oct 2001

Version 2.0 – Technical revisions on select topics – Incorporate exercises D.C. Bell Dec 2002

Version 3.0 – Overall revision after ISEERB Technical Content Review of August 2003 D.C. Bell Dec 2003

Version 3.1 – Updated for FY05 D.C. Bell Sept 2004

Version 3.2 – Updated for FY06 D.C. Bell Sept 2005

Version 3.3 – General revisions to Introduction and Overview, addition of Course Review and Summary S.C. Lees Jun 2006

Version 3.4 – General revisions to Introduction and Overview S. Tolnay Feb 2007

Version 3.5 – Updated for FY08/new course instructor Dr. Vincent Covello S. Tolnay Oct 2007

May 2008 Health & Environmental Risk Communication Workshop

STUDENT GUIDE CIN A-4A-0072

Naval Civil Engineer Corps Officer School (CECOS) Environmental Division Health & Environmental Risk Communication (HERC) Workshop

Dear Registrant,

On behalf of CECOS, welcome to the Navy's Health & Environmental Communication Workshop. This course is part of the CECOS Environmental Management and Environmental Restoration training program.

During the next three days you will acquire and practice many of the skills necessary to effectively communicate health and environmental risks to various stakeholders and interested parties. This course is designed with the goal of training you to be a more effective communicator of often times unpleasant information in high concern / low trust situations. Additionally, the skills and knowledge learned will be applicable to many other areas of your professional and personal life. This course is a workshop and requires your active participation. Many of the lessons involve interactive group exercises, problem solving, and simulated risk communication scenarios.

Day 1 is devoted to presentation of the risk communication fundamentals, with an overview of common communication difficulties and barriers that exist in a largely open public forum. We will discuss how different individuals and groups assess risk, and how that relates to their response to our risk message. By learning some basic principles of risk communication and developing them as “skills”, we are able to maximize the benefits of our communications.

Day 2 continues to address the skills and techniques required to effectively deliver the developed message. Afterwards, risk communication as a “process” will be explored, with discussions of stakeholder identification and prioritization, Restoration Advisory Boards (RAB’s), message development, and process evaluation. In the afternoon the class is divided into teams, and a simulated risk communication exercise begins.

The third and final day of the class continues with the simulation, allowing students to practice and observe the various roles in any communication process. The theory and practice of risk communication as it pertains to environmental and health issues on military installations will be discussed. The course then concludes with a quick review of the major topics and a final opportunity for questions and answers.

I hope you enjoy the course, and I look forward to participating with you.

Sean T. Tolnay CECOS Course Director

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STUDENT GUIDE A-4A-0072

HEALTH & ENVIRONMENTAL RISK COMMUNICATION WORKSHOP

TABLE OF CONTENTS Contents Page FRONT MATTER Table of Contents ............................................................................................. i Course Agenda ................................................................................................. ii Security Awareness Notice ............................................................................... iii Safety/Hazard Awareness Notice ..................................................................... iii Authorization Notice .......................................................................................... iii Student Materials ............................................................................................. iii Terminal Objectives........................................................................................... iv Course Information............................................................................................ iv Contact Information ........................................................................................... v Instructor Biographical Information ................................................................... v DoD Risk Communication Support ................................................................... vii HERC Workshop Course Critique..................................................................... viii CECOS FY06 Environmental Restoration Course Schedule ........................... ix CECOS FY07 Environmental Restoration Course Schedule (Draft)……………x Forward Article: The Use of Risk Communication in Environmental Risk Management ………………………………………………………………….. xi COURSE WELCOME & OVERVIEW Slides 1 to 11 TOPIC 1: RISK COMMUNICATION FUNDAMENTALS Slides 1-1 to 1-11 TOPIC 2: GENERIC STATEMENT EXERCISE Slides 2-1 to 2-2 TOPIC 3: PRINCIPLES OF RISK COMMUNICATION Slides 3-1 to 3-7 TOPIC 4: COMMUNICATION SKILLS Slides 4A-1 to 5

4A: Communication Skills General Guidelines Slides 4A-6 to 4A-23 4B: Responding to Any Challenging Question or Statement Slides 4B-1 to 4B-3 4C: Message Development Slides 4C-1 to 4C-21 4D: Non Verbal Communication Slides 4D-1 to 4D-16 4E: Media Communication Slides 4E-1 to 4E-9

TOPIC 5: THE RISK COMMUNICATION PROCESS Slides 5-1 to 5-24 TOPIC 6: SIMULATION OF THE RISK COMMUNICATION PROCESS AND COMMUNICATION SKILLS Slide 6-1 TOPIC 7: APPLICATIONS BACK AT WORK Slides 7-1 to 7-8 COURSE REVIEW and SUMMARY REFERENCES: BIBLIOGRAPHY

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COURSE AGENDA Day 1

TIME ACTIVITY

0800 – 0830 Welcome and Introduction

0830 – 0930 Topic 1: Risk Communication Fundamentals

0930 – 1030 Topic 2: Generic Questions & Statements Exercise

1030 – 1130 Topic 3: The Principles of Risk Communication

1130 – 1230 LUNCH

1230 – 1630 Topic 4: Communications Skills Day 2

TIME ACTIVITY

0800 – 1130 Topic 4: Communications Skills

1130 – 1230 LUNCH

1230 – 1430 Topic 5: The Risk Communication Process

1430 – 1630 Topic 6: Simulation of the Risk Communication Process and Communications Skills, Group Exercise

Day 3

TIME ACTIVITY

0800 – 1130 Topic 6: Simulation of the Risk Communication Process and Communications Skills, Group Exercise (continued)

1130 – 1230 LUNCH

1230 – 1400 Topic 6: Simulation Team Presentations

1400– 1430

Topic 7: Applications Back at Work

1430 - 1500 Closing remarks and handing out completion certificates

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SECURITY AWARENESS NOTICE

This course does not contain any classified material.

SAFETY/HAZARD AWARENESS NOTICE

This course is not considered a high-risk course as defined by CNET Instruction 1500.20. However, it is deemed prudent for all students and instructors to be mindful of any conditions that may impose a safety hazard. If at any time during the training in the classroom, field trips, or workshops, you discover a condition needing attention (or you are unsure of any actions you are to take), you may call for a “training-time-out” (TTO). This will stop all action until the situation is rectified or until you are confident that the situation does not pose any danger to yourself or another student, an instructor, or equipment. Please report any unsafe or unhealthful conditions to the instructor immediately.

AUTHORIZATION OF USE NOTICE

These technical instructional materials are the property of the United States Government (Federal Government). All uses not authorzied by the United States Government are prohibited. The United States Government, through the United States Department of the Navy, purchased and developed these technical instructional materials under the auspices of the Environmental and Natural Resources Navy Training System Plan (NTSP: N45-NTSP-X-10-00-01, November 1999).

These materials were purchased for the use and ownership of the Federal Government and therefore are the property of the Federal Government.

These technical instructional materials, including all products, tools, backups, videos, scripts, texts, booklets, animations, photos, computer programs, access codes and other items, have been developed and purchased by the United States Department of the Navy. Being the sole property of the Department of the Navy, it is an infringement of this exclusive ownership to take, use, or otherwise claim any of these materials without permission of the Department of the Navy. Any unauthorized use is unlawful and is therefore subject to the action of the United States Government under the United States Copyright Act, 17 U.S.C. Sec 101-910.

For information regarding these technical instructional materials, contact:

Commanding Officer ATTN: Director, Environmental Training Division Naval School, Civil Engineer Corps Officers 3502 Goodspeed Road Port Hueneme, CA 93043-4336

STUDENT MATERIALS PROVIDED

The following materials will be provided to the students as part of the course: A. Student Guide Workbook (covering all presentation materials) with hard copies of all presentation

slides and CD with all course material and PowerPoint slide presentation. B. Credit card size Risk Communications Process Summary Cards for the students to carry in their

wallets and/or purses. C. Miscellaneous handouts on practical examples of risk communication and support materials.

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TERMINAL OBJECTIVES

Upon completion of this course, the students will be able to:

1.0 EXPLAIN how risk communication theory, practices, and knowledge are used to improve overall risk management.

2.0 EXPLAIN the skills, tools, techniques, and key elements that should be used to effectively communicate risk information.

3.0 DESCRIBE how to develop a strategy for effective risk communication that involves stakeholders and addresses concerns in a manner consistent with risk communication principles.

COURSE INFORMATION

COURSE MISSION: This course provides the basic knowledge, skills and tools in risk communication fundamentals and processes to effectively communicate environmental issues to stakeholders of diverse interests and backgrounds. TARGET AUDIENCE: Military and civilian personnel responsible for communication of environmental issues associated with installation restoration and environmental risk management, including Remedial Project Managers, BRAC Environmental Coordinators, Base Closure Team members, installation environmental program managers, technical experts, engineers, scientists, health and safety personnel, natural and cultural resource personnel, environmental planners, public affairs personnel, commanding officers and their staff, executive staff, attorneys, and sponsored contractors on a space available basis. The course is also recommended for graphic illustrators, construction and contracts personnel, ROICC, law enforcement and security officer personnel. COURSE DESCRIPTION: The course addresses the basic knowledge, skills and tools required to effectively communicate risk and risk management issues to stakeholders of diverse interests. Instruction shall focus on how to have open discussions on environmental restoration issues, establish confidence in communication of key messages, develop effective media and public meeting techniques, improve verbal and non-verbal communication skills, and revitalize stakeholder dialogue. Attention is focused on how to develop a sound relationship through dialogue with stakeholders based on mutual trust and credibility. COURSE SPONSORSHIP: This course has been designed to meet specified training objectives as identified by the Interservice Environmental Education Review Board (ISEERB). The ISEERB has designated the US Navy/CECOS as the lead service and the Course Curriculum Model Manager. This course is sponsored and supported by the Naval Facilities Engineering Command (NAVFACENCOM) and is hosted upon request by Engineering Field Divisions and Activities. The course may also be hosted upon request by any ISEERB service.

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CONTACT INFORMATION

Sean T. Tolnay Course Director Naval Civil Engineer Corps Officers School 3502 Goodspeed Street, Suite 1 Port Hueneme, CA 93043-4336 Office: (805) 982-1796 Email: [email protected]

Dr. Vincent Covello Director – Center for Risk Communication 29 Washington Square West – Suite # 2 New York, NY, 10011 [email protected]

INSTRUCTOR BIOGRAPHICAL INFORMATION Dr. Vincent Covello is the founder and Director of the Center for Risk Communication. Over the past twenty-five years, he has held numerous positions in academia and government, including Associate Professor of Environmental Sciences and Clinical Medicine at Columbia University. Prior to his joining the faculty at Columbia, Dr. Covello was a senior scientist at the White House Council on Environmental Quality in Washington, D.C., a Study Director at the National Research Council/National Academy of Sciences and the Director of the Risk Assessment Program at the National Science Foundation. Dr. Covello received his doctorate from Columbia University and his B.A. with honors and M.A. from Cambridge University in England. He is on the editorial board of several journals and is the Past President of the Society for Risk analysis, a professional association with over 2,500 members. Dr. Covello has authored or edited over 25 books and over 75 published articles on risk assessment, management, and communication.

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STUDENT GUIDE CIN A-4A-0072

DEPARTMENT OF DEFENSE

HEALTH & ENVIRONMENTAL RISK COMMUNICATION SUPPORT AIR FORCE

Air Force Institute for Operational Health (AFIOH) http://starview.brooks.af.mil/afioh/Mr. Cornell Long Branch Chief, Health Risk Assessment 2513 Kennedy Circle Brooks City Base, TX 78235-5123 Phone: (210) 536-6121; DSN: 240-6121 E-mail: [email protected]

ARMY

U.S. Army Center for Health Promotion & Preventive Medicine Health Risk Communication Program http://chppm-www.apgea.army.mil/risk/default.aspxMs. Marilyn Null Program Manager 5158 Blackhawk Rd. Bldg E1675 APG-EA, MD 21010-5403 Phone: (410) 436-3515 E-mail: [email protected]

COAST GUARD

U.S.C.G. National Strike Force Coordination Center CWO Gene Maestas, USCG 1461 North Road Street Elizabeth City, NC 27909 Phone: (252) 331-6000 E-mail: [email protected]

DEFENSE LOGISTICS AGENCY Public Affairs http://www.dla.mil/public_info/pa_contacts.aspGerda Parr Chief, Public Affairs Division 8725 John J. Kingman Road, Ste. 2545, Attn: DSS-C Fort Belvoir, VA 22060-6221 Phone: (703) 767-6182: DSN 427 E-mail: [email protected]

NAVY & MARINE CORPS Navy Environmental Health Center, Environmental Programs Directorate http://www-nehc.med.navy.mil/Yvonne Walker/ Melissa Forrest/ Mary Ann Simmons Navy Environmental Health Center 620 John Paul Jones Cir Ste 1100 Portsmouth VA 23708-2103 Phone: (757) 953-0700 / After Hours: (757) 621-1967 E-mail: [email protected]/ [email protected]/ [email protected]

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Student Guide A-4A-0072

Jan 2008 Health & Environmental Risk Communication Workshop ix

CECOS Course Critique

Health & Environmental Risk Communication Workshop FY08 CIN A-4A-0072; CDP 335B

Date: 13-15 May 08; Offering # 08030

Location: San Diego, CA We are sincerely interested in your evaluation of the course. Your input is used to make decisions about future content and offerings of this course. We would appreciate your answers to the following questions.

Student Data: Circle ALL that are applicable Active/ Reserve/ Civilian/ Contractor/ USN/ USA/ USMC/ USAF/ USCG/ Other Name (optional)__________________________Organization (optional) _____________________ Rank/Grade _____________________ Years of Experience in (Course focus area, e.g. Public Works, Seabees, Contracts, Environmental ) __________ in ____________________________ Your Expectations for this Course:_________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Course Content: 1. The objective of this course is to provide basic knowledge, skills and tools in risk communication

to effectively communicate environmental issues. Please evaluate each topic as follows: a. Rate the effectiveness of how well the topic objectives were met. b. Provide specific comments to emphasize your rankings. Constructive feedback will help

improve the quality of instruction. c. The ranking scale is 1 (low) to 5 (high).

2. Please rank (1 to 5) and explain the overall quality and effectiveness of this course in meeting your stated expectations and your overall training needs. ____________________________________________________________________________

54 3 2 1

____________________________________________________________________________ ____________________________________________________________________________ 2. How much will this training help you do your job better? ____________________________________________________________________________

54 3 2 1

____________________________________________________________________________ 3. Please rank (1 to 5) the instructor(s) and provide comments: 1 (low) - 5 (high)

Professionalism Topic Knowledge Presentation Skills Dr. Vincent Covello Center for Risk Comm

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

NEHAC 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Comments on the Instructors:

4. What subject matter would you like to see added to the Course / removed from the Course?

Student Guide A-4A-0072

Jan 2008 Health & Environmental Risk Communication Workshop x

Course Materials:

1. Please rank (1 to 5) and comment on the value/effectiveness of the materials provided (Student Guide, CD-ROM, reference materials, videos, and etc…) to your learning experience.

54321

Quality of Life and Safety Issues:

1. Please rank (1 to 5) and comment on the adequacy of the training/classroom facilities for supporting the course.

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2. Please comment on any safety concerns with the course (if applicable).

Host Effectiveness:

1. Please rank (1 to 5) and comment on the support provided by CECOS. a. Prior to course start (General Information, Registration, etc…), and during the course (Schedule Management, Administrative Support, etc.)

Prior During 54321 54321

Very Important for the Interservice Education Review Board. Does this course meet the training needs of your branch of service or agency: 1 (low) to 5 (high). 54321

Branch of Service ______________________ General:

1. What other Environmental Training needs do you have? ____________________________ __________________________________________________________________________________________________________________________________________________

2. Any other general comments not covered above? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

CECOS Course CritiqueHealth Environmental Risk Communication, FY07

Date ___________, Offering # _________; Location ___________________

1 (low), 5 (high) 1 2 3 4 5

TOPIC Comments

Day 1

1.0 Risk Comm Fundamentals

2.0 Generic Question Exercise

3.0 Principles of Risk Communication

Day 2

4A Skills - General Guidelines

4B Skills - Responding Challenging Questions

4C Skills - Message Development

4D Skills - Non Verbal Communication

4E Skills - Media Communication

5.0 Risk Communication Process

Day 3

6.0 Simulation Exercise

7.0 Applications

NAME (Optional):_________________________

Objectives Met

PLEASE USE THE BACK OF THIS PAGE TO SHARE ANY FURTHER INPUT YOU MAY HAVE. WE ENCOURAGE YOU TO WRITE COMMENTS AS THE COURSE PROGRESSES.

Sept 2005 xi

CECOS FY08 Environmental Restoration Training Schedule

Environmental Training Division 3502 Goodspeed Street, Suite 1 Port Hueneme, CA 93043-4336 FAX: 805-982-4386 https://www.cecos.navy.mil

To enroll in any class, register on-line at https://www.cecos.navy.mil or submit a CECOS Fax Quota Request Form to the CECOS Registrar via FAX 805-982-2918. The Fax Quota Request Form, as well as confirmation of receipt, may be obtained by contacting the Registrar at 805-982-2895. Additional CECOS course information is available on the CECOS web site. Please register at least three weeks prior to the class start date.

Navy Environmental Restoration Program

08010 5-7 Feb 08 San Diego, CA 08020 5-7 Aug 08 Jacksonville, FL

Environmental Data Quality Assurance4

08010 25-29 Feb 08 San Diego, CA

Ecological Risk Assessment

08010 18-20 March 08 Honolulu, HI 08020 17 – 19 June 08 Norfolk, VA

Environmental Background Analysis

08010 6-7 Nov 08 San Diego, CA 07020 13 – 14 May 08 Norfolk, VA

Environmental Negotiation Workshop

08010 06-08 Nov 07 San Antonio, TX 08020 29 – 31 Jan 08 San Diego, CA

Geographic Information Systems/GEOSTATISTIC

08010 17 – 20 Mar 08 Norfolk, VA 08020 2 – 5 Jun 08 San Diego, CA

Health and Environmental Risk Communication

08010 22 – 24 Jan 08 Barstow, CA (USMC) 08020 1– 3 Apr 08 MCB Quantico, VA 08030 13 – 15 May 08 San Diego, CA 08040 19 – 21 Aug 08 Norfolk, VA

Human Health Risk Assessment

07010 15 – 17 May 07 San Diego, CA 07020 14 – 16 Aug 07 Norfolk, VA 1

Munitions Response Site Management

08010 8– 10 Jan 08 Norfolk, VA 08020 22 –24 Apr 08 Honolulu, HI

Optimizing Remedy Selection and Site Closeout

08010 01 – 02 Apr 08 Norfolk, VA 08020 15 – 16 Jul 08 San Diego, CA

Achieving Data Quality 3(EPA funded)

08010 TBD 08020 TBD 08030 TBD 08040 TBD 08050 TBD

HAZWOPER – Site Workers 08010 25 – 29 Feb 08 San Diego, CA 08020 04 – 08 Aug 08 Jacksonville, CA

HAZWOPER – Refresher

08010 03 Mar 08 Washington, DC 08020 04 Mar 08 Washington, DC 08030 05 Mar 08 Norfolk, VA 08040 01 Apr 08 Norfolk, VA 08050 06 May 08 Pearl Harbor, HI 08060 07May 08 Pearl Harbor, HI 08070 12 May 08 Silverdale, WA 08080 14 May 08 Charleston, SC 08090 15 May 08 Charleston, SC 08100 10 June 08 Port Hueneme, CA 08110 31 July 08 San Diego, CA 08120 1 Aug 08 San Diego, CA 08130 11 Aug 08 Jacksonville, FL

HAZWOPER – REFRESHER – ON LINE https://www.cecos.navy.mil

STUDENT GUIDE A-4A-0072

Topic 1. Risk Communication Fundamentals

A. Enabling Objectives Upon completion of this topic, the student will be able to: 1.1 DEFINE risk communication of health and environmental information. 1.2 DESCRIBE the importance of risk communication practices (including the need for it, why it is

hard to implement effectively, and when to use it, in both high concern-low trust, and low concern-high trust situations).

1.3 RECOGNIZE and respond to negative emotions, misperception of facts and various types of agendas.

1.4 SUMMARIZE the laws, regulations, and legal requirements for communicating health and environmental risk with the public.

1.6 DESCRIBE the three primary attributes of effective risk communication, which are (1) to enhance mutual knowledge and understanding of objectives and goals in high concern situations, (2) to enhance mutual trust and credibility of stakeholders, and (3) to manage conflict.

1.7 RECOGNIZE the role of risk communication in risk management decisions. 1.12 RECOGNIZE inhibitors and barriers to effective communication.

B. Topic Preparation

Review the workbook material prior to the lecture. Think about how you have seen the relationship of risk assessment, risk management and risk communications work in your jobs.

C. References 1. CAER Code Resource Guide. (1992) Prepared by CMA. 2. Chemical Manufacturers Association. Community Outreach Manual. 3. Fulton, Keith. (1999). The Science of Risk Communications. 4. Lundgren, Regina. (1998) A Handbook for Communicating Environmental, Safety and Health

Risks, Battelle Press. 5. Haden, S.G. (1990) "Institutional Barriers to Risk Communication." Risk Analysis 9:301-308

D. Supplements 1. Relevant Risk Communication Regulations 2. Summary of Laws and Regulations 3. Tribal Interactions

E. Exercises

1. Exercise #1 – Exxon Valdez

HERC Workshop April 2007

STUDENT GUIDE A-4A-0072

Discussion Notes

HERC Workshop April 2007

HERC v 3.11-1

Topic OneRisk Communication Fundamentals

Topic OutlineWhat is Risk Communications?The relationship between risk analysis, risk management, and risk communications.The critical role of risk communications in making good risk management decisions.Risk Communications Skills training is critical. Learn why risk communications is challenging.

HERC v 3.11-2

What Is It?Risk Communication is the process of building, maintaining, building and repairing relationships with stakeholders on issues. This requires significant communication skills.A stakeholder is any individual or group that has an interest in or could be impacted by an issue. A stakeholder could be a supporter, a straddler or an opponent.An issue occurs when there are differences of opinions or needs among stakeholders in areas such as health, environmental, safety, economic, political, social, historic or fairness.

HERC v 3.11-3

Why Become Involved in Risk Communication?

Better relationships with stakeholdersBetter Risk Management DecisionsImproved court of public opinion judgments Improved ability to focus on the organization’s mission

HERC v 3.11-4

What Is It?The three primary goals of Risk

Communication are:1. Increase knowledge and

understanding2. Establish, repair and maintain trust

and credibility3. Achieve agreement or consensus on

issues

HERC v 3.11-5

Why Is It Important?Involved Stakeholders

RC

RARM

HERC v 3.11-6

Why Do It?

ConcernFearConfusionDistrustAngerIrritationMisunderstandingsMisperceptions of risk

AgendasPersonalPoliticalEconomicSocialHistoricalCultural

Have you found yourself in these situations?

HERC v 3.11-7

Why Do It?Get ahead of issuesBetter relationships with stakeholdersBetter risk management decisionsImproved court of public opinion judgementsImprove ability of the organization focus on its missionWin more lawsuits

HERC v 3.11-8

Why Is It Difficult?Lack of trust of information sourceLack of scientific understanding by the publicPublic perceptions, whether accurate or not, equal public realityIncreasing public concern and fear of safety, health, and environmental risksIncreasing media influence

Inadequate risk communication skills training in our organizationsInadequate resourcesFear of “going out there”

HERC v 3.11-9

Risk Communications Skill Training is Critical

One communicator “misfiring” can impact the organization’s mission.Risk Communications is not public speaking or spinning messages. It requires being open, honest, genuine and sincere, and applying the required communication skills (verbal and non verbal) in a variety of situations.

HERC v 3.11-10

Risk Communications Skill Training is Critical

The skill set includes responding to misperceptions of risk, misunderstanding, anger, fear, irritation, distrust, concerns and confusion. The skill set also includes responding to agendas such as personal, economic, political, social, historical and cultural.

HERC v 3.11-11

Regulations and Tribal Requirements

There are many federal, state and tribal regulations that you and your organization need to be aware of for your Risk Communications Planning –See Appendix – Topic 1

STUDENT GUIDE CIN A-4A-0072

Appendix 1-1

Application of Laws and Regulations to Risk Communication

Type of Risk Communication NRDA OSHA RCRA RMP Care Communication – inform & advise about health & safety risks (e.g., smoking, safe use of pesticides Health and ecological risk communication Industrial Hygiene Worker and public notification Consensus Communication – inform & encourage groups to work together to reach a decision (e.g., cleanup alternative) Hazardous waste Solid waste Environmental issues Crisis Communication – notify of extreme, sudden danger (e.g., natural disaster, plant accident, disease outbreak) Emergency planning Actual crisis

NRDA = Natural Resource Damage Assessment OSHA = Occupational Safety and Health Act RCRA = Resource Conservation and Recovery Act RMP = Risk Management Program Rule

Application of Laws and Regulations to Risk Communication

Type of Risk Communication CERCLA EPCRA EO12898 EO13045 NEPA Care Communication – inform & advise about health & safety risks (e.g., smoking, safe use of pesticides Health and ecological risk communication Industrial Hygiene Worker and public notification Consensus Communication – inform & encourage groups to work together to reach a decision (e.g., cleanup alternative) Hazardous waste Solid waste Environmental issues Crisis Communication – notify of extreme, sudden danger (e.g., natural disaster, plant accident, disease outbreak) Emergency planning Actual crisis

CERCLA = Comprehensive Environmental Response, Compensation, and Liability Act EPCRA = Emergency Planning and Community-Right-to-Know Act EO12898 = Executive Order 12898. Environmental Justice in Minority Populations EO 13045 = Executive Order 13045. Reduce Environmental Health and Safety Risks to Children NEPA = National Environmental Policy Act

Adapted from Lundgren and McMakin (1998)

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STUDENT GUIDE CIN A-4A-0072

Appendix 1-2

Brief summary of major, relevant laws and regulations regarding risk communication and public involvement.

CERCLA (Superfund) = Comprehensive Environmental Response, Compensation, and Liability Act

Requires community relation’s components during the assessment of hazardous substances at inactive waste sites. Key communication pieces include a community relation’s plan, public access to the complete administrative record, an information repository, and advertisement of public involvement opportunities. Health and ecological impact may be determined requiring worker and public notification. Emergency removal actions may be required.

EPCRA = Emergency Planning and Community-Right-to-Know Act

Establishes public notification procedures including a requirement that organizations generating hazardous chemicals produce an annual list of the chemicals stored. These organizations must also report any accidental release of hazardous chemicals.

EO12898 = Executive Order 12898, Environmental Justice in Minority Populations

Requires federal agencies, departments, and often their contractors to consider any potentially disproportionate human health or environmental risks their activities, policies, or programs may pose to minority or low-income populations.

EO13045 = Executive Order 13045, Reduce Environmental Health and Safety Risks to Children

Similar to EO12898, but addresses potential health and safety risks to children. The Order does not require risk communication per se.

NRDA = Natural Resource Damage Assessment

Is the process of assessing environmental damage caused by releases of hazardous substances? Often an ARAR of CERCLA, this process determines the condition of the effected area that is public property.

NEPA = National Environmental Policy Act

Mandates environmental impact statements (EI) and other environmental assessments. Key communications pieces for an EI include: notice of intent, scoping meetings, publication of draft EI, public comment meeting, publication of final EI and the record of decision.

OSHA = Occupational Safety and Health Act

Ensures that “no employee will suffer material impairment of health or functional capacity” as a result of their work. An example is the requirement of employers to explain chemical and physical risks in the work environment, often presented in the form of Material Safety Data Sheets (MSDSs).

RCRA = Resource Conservation and Recovery Act

Establishes regulatory standards for the generation, transportation, storage, treatment, and disposal of hazardous waste. The Act discusses how the public can take non-compliant organizations to court.

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STUDENT GUIDE CIN A-4A-0072

Appendix 1-3

Tribal Interaction Information • Don’t confuse tribal involvement with involving states or the general public. Indian nations are

sovereign with a special, legal relationship to the federal government. Their treaty rights ensure this privilege.

• An agenda with precise times and schedules isn’t generally desired or effective. • Remain flexible to the process wishes of the tribal participants. • Be patient. Tribal participants may take what seem to be tangents. What may seem like a

sidetrack may in fact be useful information to the group. Listen respectfully. Allow the facilitator to tactfully (hopefully) bring the discussion back to the objective of the meeting.

• Some of out participants have technical training and experience. Others have tribal policy

responsibilities. • Don’t interrupt. This is a serious breech of etiquette for Indians. • Don’t expect a single spokesperson. Give everyone who wants to speak an opportunity. • Be sensitive to age. Indians will often defer to elders or elected representatives of tribes. For additional information Indian Policy URL web site http://www.DENIX.osd.mil (Native American page) Point of Contact H. Leonard Richeson ODUSD (ES) / Environmental Quality 3400 Defense Pentagon Room 3E-792 Washington, DC 20301-3400 Phone: (703) 604-0518 Fax: (703) 607-4237 Email: [email protected]

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STUDENT GUIDE A-4A-0072

Topic 2. Generic Questions and Statements Exercise

A. Enabling Objectives Upon completion of this topic, the student will be able to: 2.4 DESCRIBE the communication skills required for effective message delivery.

B. Topic Preparation Think about what you would consider to be three key elements of a message to the public pertaining to an environmental concern.

C. References None.

D. Supplements

1. Exercise #2 Handout 2. Videotape – Duke Hospital 3. Videotape – Mayor of New York – 9/11

E. Exercises

1. Exercise #2 – Generic Questions and Statements Oral Exercise

HERC Workshop September 2004

STUDENT GUIDE A-4A-0072

Discussion Notes

HERC Workshop January 2004

HERC v3.1 2-1

Topic Two

Generic Questions and Statements Exercise

Topic OutlineHow to prepare, plan and practice for difficult questions or statements from any stakeholder on any issue using a generic grouping approach. (This is just one of your communication skills tools. There are many more in this workshop – Topic 5.)

HERC v3.1 2-2

Exercise

One example of a Communications Skills Tool required in Risk Communications

Preparing for challenging discussions by using a generic groupings of questions/ statements

STUDENT GUIDE A-4A-0072

Topic 3. The Principles of Risk Communication A. Enabling Objectives

Upon completion of this topic, the student will be able to: 1.5 DEFINE the ethical considerations when using risk communication tools and techniques. 1.8 RECOGNIZE the scientific basis and basic theory for risk communication skills. 1.9 IDENTIFY the differences between crisis communication, care communication, and consensus communication. 1.11 RECOGNIZE opportunities to apply risk communication principles in environmental risk

management. 1.12 RECOGNIZE inhibitors and barriers to effective communication 1.13 STATE the Seven Principles of Risk Communication.

B. Topic Preparation Review the workbook material prior to the lecture. Think about how your job relates to this material and be prepared to ask questions.

C. References 1. Covello, V.T., and F.W. Allen. (1988) Seven Cardinal Rules of Risk Communication.

OPA-87-020, U.S. Environmental Protection Agency, Washington, D.C. 2. Covello, V.T., P.M Sandman, and P. Slovic. (1988) Risk Communication, Risk Statistics, and Risk

Comparisons: A Manual for Plant Managers. Chemical Manufacturers Association, Washington, D.C.

3. Foundation for American Communications. (FACS). The Risk Handbook. 4. Goleman, Daniel. (1995) Emotional Intelligence. Bantam Books, New York, New York. 5. Graham, John. (1995) Protecting Health and the Environment. Harvard University Press.

Cambridge, Massachusetts. 6. Hance, B.J., C Chess, and P.M. Sandman. (1990) Industry Risk Communication. CRC

Press/Lewis Publishers, Boca Raton, Florida. 7. Lundgren, Regina. (1998) A Handbook for Communicating Environmental, Safety and Health

Risks, Battelle Press. 8. National Institute for Chemical Studies. (1989) Citizens' Guide For Environmental Issues. 9. National Research Council. (1989) Improving Risk Communication. National Academy Press,

Washington, D.C. 10. "Risk=Hazard+Outrage…A Formula for Effective Risk Communication." Videotape course

presented by Peter M. Sandman. Available from the American Industrial Hygienists Association, Washington, D.C.

11. Slovic, Paul. (1987) "Perception of Risk." 236 Science 280. 12. US EPA RMP Rule Home Page. Internet address: http://www.epa.gov/swercepp/. Contains

information on how to obtain EPA RMP compliance guidance and communication tools. 13. EPA Presenters Manual for Superfund Risk Assessment and How You Can Help. Internet

address: http://www/epa.gov/superfund/programs/risk/vdmanual.pdf. D. Supplements Appendix 3-1 Forms of Risk Communication

Appendix 3-2 Example of Purpose / goals and Objectives

Videotape – Duke Hospital Videotape – Mayor of New York – 9/11

E. Exercises none F. Homework Summarize lessons after Day 1 and be prepared to discuss these concepts at the beginning of Day 2.

HERC Workshop September 2004

STUDENT GUIDE A-4A-0072

HERC Workshop January 2004

STUDENT GUIDE A-4A-0072

Discussion Notes

HERC Workshop January 2004

3-1HERC Workshop

Topic Three

The Principles of Risk Communication

Topic OutlineThe fundamental principles of risk communications.Principles from researchStaying current

3-2HERC Workshop

Principles of Risk Communication

As defined by Webster’s Dictionary, “A principle is a broad, basic and important factor in a subject.”In the subject of Risk Communication, here are some principles. These principles are based on risk communications research and on some principles from other fields such as public relations, emotional intelligence and health education.

3-3HERC Workshop

The Principles of Risk Communication

1. Accept and involve the stakeholder as a legitimate partner.

2. Determine your stakeholders’interests, needs and concerns.

3. Ensure your communicators are properly trained.

3-4HERC Workshop

The Principles ofRisk Communications

4. Coordinate and collaborate with allies/ third party supporters.

5. Build a relationship with the Media stakeholder and learn how to communicate in the Media Communications Process.

6. Have a Risk Communication Planning Process.

3-5HERC Workshop

Principles of Contemporary Risk Communication from the Literature and Research

EmpathyCognitive dissonanceValue of third partiesDominance of negativesOutrage vs. hazard on perception

3-6HERC Workshop

Risk Communication is a Dynamic Field

New ResearchThe fundamental principles have not changed.Subsequent research has improved our understanding of:

Differences in risk perceptions among different segments of the populationStronger theories to explain risk perception How various risk communication techniques work as they do

3-7HERC Workshop

Staying Current on Advances in Risk Communication Research

and PracticesJournals Risk and Risk Analysis plus reviews in the newsletter Risk in Perspective (The Harvard Center for Risk Analysis)Useful Web sites

http://www-nehc.med.navy.mil/HERC/http://www.wpi.org/rcpi/www.sra.orghttp://www.cdc.gov/communication/emergency/erc_overview.htmhttp://www.riskworld.com/websites/webfiles/ws5aa014.htm

Books are listed in the Reference section of your workbooks

Student Guide A-4A-0072

3-4

Appendix 3-1 FORMS OF RISK COMMUNICATION*

*From Regina Lundgren and Andrea McMakin, ”Risk Communication; A Handbook for Communicating Environmental Safety and Health Risk” 1. CARE COMMUNICATION − Risks that are generally understood, and Scientific background is accepted A. Care Communication apply to:

− Risks that are generally quantified by scientific research − Risks that are known and accepted by most people; the dangers are generally recognized − Risks that we know how to manage Examples

− Tobacco, Seat Belts, AIDS, Drinking and driving B. Communication Strategy

− Change behavior consistent with the risk − Alert audience; stimulate discussion for those not as aware of the risk − Provide information − Increase awareness − Decide – Whose behavior are you trying to change? Your stakeholder list may be limited here. − Know if you are trying to:

- Get attention - Gain understanding and comprehension - Change behavior

2. CONSENSUS COMMUNICATION − Informing and encouraging groups to discuss risk and reach decisions on risk management, and involves

stakeholder involvement A. Consensus Communication apply to:

− Informing and encouraging groups to work together to reach a decision or how to access, manage, or reduce/prevent risk.

Examples − Restoration Advisory Boards − Citizens Advisory Committees − Public hearings/meetings where a risk issue is discussed and stakeholder input is received in a

calm manner − Operations of a hazardous waste incinerator, site clean-ups.

B. Communication Strategy

− Involve all appropriate stakeholders to participate in consensus building − Build third party support

3. CRISIS COMMUNICATION − Extreme, sudden danger, Accidents, Illnesses, Emergencies A. Crisis Communication apply to:

− Extreme, sudden danger (real or perceived) Examples

− Accidents, Illnesses, Emergencies, A dam that may burst B. Communication Strategy

− Move the audience to appropriate action − Limit messages to the key needs. Anything else can be extraneous and possibly misleading.

Student Guide A-4A-0072

3-5

Appendix 3-2

EXAMPLE OF PURPOSE/GOAL/OBJECTIVES FOR CARE COMMUNICATIONS

PURPOSE/MISSION: Improve the perception of the risks of Anthrax Vaccination side effects at Base “X”. GOAL #1: Determine the concerns of the base population and family members. OBJECTIVE A: Form a diverse team representing a cross section of rank, experience, (other dimensions) to review methods to determine concerns. First team meeting – February 15. OBJECTIVE B: Issue potential list (to team members) of the various approaches to determine concerns. Complete – February 8. OBJECTIVE C: Communicate with soldiers and family members. Complete – March 1. GOAL #2: Respond to concerns by…

EXAMPLE OF PURPOSE/GOAL/OBJECTIVES

FOR CONSENSUS COMMUNICATIONS

PURPOSE/MISSION: To develop an effective community outreach program in Scaresville. GOAL #1: Determine who are the potential interested community stakeholders. OBJECTIVE A: Meet with Restoration Advisory Board (RAB) members to receive their input on a potential stakeholder list. Complete – March 15. OBJECTIVE B: Meet with 3 local politicians to receive their input… OBJECTIVE C: Meet with… GOAL #2: Determine stakeholders’ viewpoints of our base.

EXAMPLE OF PURPOSE/GOAL/OBJECTIVES FOR CRISIS COMMUNICATIONS

PURPOSE/MISSION: Respond to public concern of the groundwater contamination last night at 4:00AM (It is now 6:00AM). GOAL #1: Contact people on the key stakeholder list. Apologize, tell them what happened, when it happened, where it happened, what controls are in place, appears that no one drank contaminated water, when we’ll have more information for them. What else would they like to know? OBJECTIVE A: Personnel assignments for each stakeholder, individual or group. OBJECTIVE B: Issue Media Release by 10:00AM. OBJECTIVE C: Issue message to community over our hotline by 8:30AM. OBJECTIVE D: Funnel all responses as they occur to PAO. OBJECTIVE E: Meeting. Reset plan at 2:00PM

EXAMPLE OF PURPOSE/GOAL/OBJECTIVES FOR CARE COMMUNICATIONS

PURPOSE/MISSION: Improve the perception of the risks of Anthrax Vaccination side effects at Base “X”. GOAL #1: Determine the concerns of the base population and family members. OBJECTIVE A: Form a diverse team representing a cross section of rank, experience, (other dimensions) to review methods to determine concerns. First team meeting – February 15. OBJECTIVE B: Issue potential list (to team members) of the various approaches to determine concerns. Complete – February 8. OBJECTIVE C: Communicate with soldiers and family members. Complete – March 1. GOAL #2: Respond to concerns by…

EXAMPLE OF PURPOSE/GOAL/OBJECTIVES

FOR CONSENSUS COMMUNICATIONS

PURPOSE/MISSION: To develop an effective community outreach program in Scaresville. GOAL #1: Determine who are the potential interested community stakeholders. OBJECTIVE A: Meet with Restoration Advisory Board (RAB) members to receive their input on a potential stakeholder list. Complete – March 15. OBJECTIVE B: Meet with 3 local politicians to receive their input… OBJECTIVE C: Meet with… GOAL #2: Determine stakeholders’ viewpoints of our base.

EXAMPLE OF PURPOSE/GOAL/OBJECTIVES FOR CRISIS COMMUNICATIONS

PURPOSE/MISSION: Respond to public concern of the groundwater contamination last night at 4:00AM (It is now 6:00AM). GOAL #1: Contact people on the key stakeholder list. Apologize, tell them what happened, when it happened, where it happened, what controls are in place, appears that no one drank contaminated water, when we’ll have more information for them. What else would they like to know? OBJECTIVE A: Personnel assignments for each stakeholder, individual or group. OBJECTIVE B: Issue Media Release by 10:00AM. OBJECTIVE C: Issue message to community over our hotline by 8:30AM. OBJECTIVE D: Funnel all responses as they occur to PAO. OBJECTIVE E: Meeting. Reset plan at 2:00PM.

STUDENT GUIDE CIN A-4A-0072

Topic 4. Communications Skills A. Enabling Objectives

Upon completion of this topic, the student will be able to: 1.3 LEARN about how to recognize and respond to negative emotions, misperception of facts and

various types of agendas. 1.11 RECOGNIZE opportunities to apply risk communication principles in environmental risk

management. 2.2 DEVELOP written risk communication messages that are effective in transferring knowledge

about complex information to the appropriate audience. 2.3 DEVELOP effective oral risk communication messages. 2.5 EXPLAIN the use of active listening. 2.6 EXPLAIN the guidelines for using risk comparisons. 2.9 DESCRIBE the basic components of effective verb al and non-verbal risk communication

messages. 3.2 EXPLAIN how cultural concerns and environmental justice issues are incorporated into risk

communication strategies. 3.7 DESCRIBE how effective risk communication messages (written and verbal) are strategically

implemented. 3.8 IDENTIFY risk communication skills and techniques that are supportive of the identified risk

communication strategies. 3.10 RECOGNIZE that the press (media) is a stakeholder to be incorporated into a strategic plan, and

that communications with the media require additional planning and training.

B. Topic Preparation None.

C. References 1. Adler, Nancy J. (1991) Organizational Behavior. Wadsworth Publishing Company, Belmont,

California. 2. Barlow, Janelle and Claus Moller. (1996) A Complaint Is A Gift. Berrett-Koehler Publishers, San

Francisco, California 3. Bullard, Robert D. (editor). (1993) Confronting Environmental Racism Voices from the

Grassroots. South End Press, Boston, Massachusetts. 4. Covello, V.T., P.M. Sandman and P. Slovic. (1988) Risk Communication, Risk Statistics, and Risk

Comparisons: A Manual for Plant Managers. Chemical Manufacturers Association, Washington, D.C.

5. Fisher, Roger, William Ury, and Bruce Patton. (1991) Getting to YES: Negotiating Agreement Without Giving In. Penguin Books, New York, New York.

6. Fulton, Keith. (1999) The Science of Risk Communications. 7. Haden, Suzette. (1993) Genderspeak. John Wiley & Sons, Inc., Toronto, Canada. 8. Harris, Phillip R., and Robert T. Moran. (1993) Managing Cultural Differences. Gulf Publishing

Company, Houston, Texas. 9. Jamieson, David and Julie O.Mara. (1991) Managing Workforce 2000. Jossey-Bass Publishers,

San Francisco, California. 10. Lundgren, Regina. (1998) A Handbook for Communicating Environmental, Safety and Health

Risks, Battelle Press. 11. Morrison, Terri, Wayne A. Conaway, and George A. Borden. (1994) Kiss, Bow, or Shake Hands.

Adams Media Corporation, Holbook, Maryland. 12. Stark, Peter B. (1994) It’s Negotiable. Pfeiffer & Company, San Diego, California. 13. Tannen, Deborah. (1994) Talking from 9 to 5. William Morrow and Company, Inc. New York. 14. Thomas, Kenneth W., and Ralph H. Kilmann. (1974) Thomas-Kilman Conflict Mode Instrument.

Xicom, Inc. 15. Thomas, Kenneth W., and Walter G. Tymon, Jr. (1994) Stress Resiliency Profile. Xicom, Inc. 16. Thomas, R. Roosevelt, Tracy Irving Gray Jr., and Marjorie Woodruff. (1992) Differences Do Make

A Difference. The American Institute for Managing Diversity, Inc. Atlanta, Georgia.

HERC Workshop September 2004

STUDENT GUIDE CIN A-4A-0072

17. Trompenaars, Fons. (1994) Riding the Waves of Culture Understanding Diversity in Global Business. Irwin Professional Publishing, Chicago, Illinois.

18. Tufte, Edward R. (1997) Visual Explanation: Images and Quantities, Evidence and Narrative. Graphic Press, Cheshire, Connecticut.

19. Tufte, Edward R. (1983). Visual Display of Quantitative Information. Graphics Press, Cheshire, Connecticut.

20. Wanning, Esther. (1991) Culture Shock. Graphic Arts Center Publishing Company, Portland, Oregon.

21. Whiteman, Thomas, Sam Verghese, and Randy Peterson. (1996) The Complete Stress Management Workbook. Zondervan Publishing House, Grand Rapids, Michigan.

D. Supplements

1. Exercise #4 – Oral Message Development 2. Videotape – “Dumb and Dumber” 3. Videotape – NBC Today Show interview – Katie Couric and Bob Dole 4. Videotape – Alameda video “Protecting the Waterfront” 5. Video tape – Phthalates video 6. Videotape – Sheriff Bucky 7. Videotape – President Bill Clinton 8. Video tape – GEN Garland in Iraq 9. Videotape – Condeleeza Rice regarding the Japanese fishing boat OR Alexis Herman regarding

the UPS strike 10. Videotape – Bob Newhart 11. Exercise #5 – Written Message Development

E. Homework None.

Discussion Notes

HERC Workshop January 2004

4A-1HERC v3.1

Topic FourCommunication Skills

Topic OutlineA. General GuidelinesB. Responding to Any Challenging Question or

StatementC. Oral and Written Message DevelopmentD. Non Verbal CommunicationE. Media Communication

4A-2HERC v3.1

Topic Four AGeneral GuidelinesSection Outline

Emotional LevelsRisk ComparisonsUsing NimbersAvoid Push BacksRisk PerceptionsManage ConflictCulture

4A-3HERC v3.1

Five Emotional Levels inRisk Communications Dialogue

1. Physical threats2. Unacceptable language or behavior3. Rude but briefly acceptable 4. Difficult questions/statements5. Factual dialogues (essentially no

emotional context)

4A-4HERC v3.1

Relationships With the Public

Relationship Primary Goals Critical Communication Skills*

Highly Adversarial (emotions rule)

- Allow ventilation - Hope for a "calm

down" so a dialogue can start

- Recognize they may not calm down

- Nonverbals - Managing conflict

Tense/Skeptical

- Determine underlying

concern - Start a two-way

dialogue

- Empathy - Nonverbals - Managing conflict - Avoid communication traps - Six-Step guideline for

challenging questions/ statements

* Not an exclusive list. All risk communication skills can apply in all situations.

4A-5HERC v3.1

Relationships with the PublicRelationship Primary Goals Critical Communication

Skills* Straddling/Not sure but open to a dialogue

- Perception change - Inform and educate - Start a positive

relationship

- Empathy - Avoid communication traps - Six-Step guideline for

challenging questions/ statements

Partnership - Maintain relationship and build consensus

- Inform and educate - Joint decision making

- Negotiating - Active listening - Understanding the risk

communications process Supportive - Maintain relationship

- Keep informed - Transmitting knowledge - Clarity - Understanding the risk

communications process * Not an exclusive list. All risk communication skills can apply in all situations.

4A-6HERC v3.1

Know How and When to Use Risk Comparisons

Risk comparisons can be effective messages once a positive or neutral relationship has been established. However, they will not take place of a long-term empathic relationship with individuals or groups.

Risk Comparisons can be used to improve perception of risk.

There are various types of risk comparisons. Some are better than others, and some should be avoided unless you are asked for them.

When in doubt about which risk comparison to use, ask your community leaders or, in the case of internal communications, your knowledgeable employees.

4A-7HERC v3.1

Know How and When to Use Risk Comparisons

Best – Comparison with a standardSame risk - different times if risk has been reduced over timeSame risk - different opinions (usually studies)

Less Desirable – One source versus multiple sourcesRisk of doing it versus not doing itVersus alternative solutions to the same problem

Only If AskedVersus costVersus locationVersus benefitVersus your organization’s personnel exposure to same riskVersus other causes of same illnessVersus personal choice risks

4A-8HERC v3.1

Know How and When toUse Numbers

Frequently are not comprehensible in size or relative terms including:

QuantitiesConcentrationLarge probabilitiesAcceleration factors

4A-9HERC v3.1

Know How and When toUse Numbers

Some guidelinesBe aware of the numerator effect.Conception of the magnitude diminishes rapidly with each added zero.Relate numbers to something familiar to them.

“One ping pong ball in the ten rooms the size of this room.”“One person in five stadiums the size of [local university stadium].”“If someone sat on their front porch for 70 years and never moved…”

Try to avoid negative terms, e.g., death per “x.”Whole numbers and simple fractions are better than decimal points.When in doubt about which way to express numbers, ask your community leaders or, for internal communications, your knowledgeable employees.

4A-10HERC v3.1

Avoid “Push Backs”A “push back” is the perception by other parties that you are putting the responsibility on them to prove their points or to resolve the issue.Usually, this is not your intent, but it can be received that way.“Push back” type statements may be acceptable in partnership or supportive relationships (see OH 5A-4).

4A-11HERC v3.1

Examples of “Push Backs”

Instead of saying… Instead say…

"Could you be clearer?" "I’m not sure I understand, but I want to. Can you tell me more? I do want to work on this."

"I don't understand your point." "I'm sorry. I want to make sure I understand."

"I haven't seen that.""That's news to me."

"Perhaps I should have known that. I need to look at that/I will look into this."

"Why do you feel that way?" "I can see you are [upset, angry]."

"Why do you think that?" "If I were in your situation, I'd feel that way, too."

4A-12HERC v3.1

Examples of “Push Backs”Instead of saying… Instead say…

"What you need to know is…" "We have some information here…"

"Calm down! I'll explain it to you." "If you had more information we could…" "I wish you had told me that earlier."

Nod head only for a while, or, "I hear you." "Yes/um hum."

"We're not [hiding, lying, being devious, misrepresenting]."

Go to a positive reversal.

4A-13HERC v3.1

Pre-emptive Strikes Disarming Openings Get out in Front

If you know a difficult item is going to come up, sometimes, it’s best to bring “it” up first.This avoids the perception that you were hoping to avoid it or “hiding it.”

4A-14HERC v3.1

Three Key Attributes ofRisk Perception

FAMILIARITY

“CONTROL”

BENEFITS

4A-15HERC v3.1

Traps to Avoid TRAPS TO AVOID IN ADVERSARIAL, TENSE, SKEPTICAL

RELATIONSHIPS/SITUATIONS

Humor “Pushing back” at themNegatives Worst-case scenariosHedges MoneyGuarantees Afraid to say “I don’t know”Jargon Taking it personallyMost cost/benefit comparisons DefensivenessTalking too much Attacks

Feeling like a victim

4A-16HERC v3.1

Managing ConflictTypes of Conflict Issues

TopicsResources PolicyEvents TimeSituations Data

PersonalSelf-esteem HabitsValues RecognitionGoals SuccessAppearance

RelationshipTrust ControlCommitment JealousyAffection RespectSupport

4A-17HERC v3.1

Managing Conflict Spleenetics Curve

SPLEENETICS SUPPORTERS

SKEPTICS AND STRADDLERS

4A-18HERC v3.1

What is Culture?

Groups who share a common identity will evolve over time a culture.Culture is a group of beliefs, values, and behaviors held by a group that define boundaries (rights and wrongs) of how they conduct life.Culture is pervasive yet hidden.

4A-19HERC v3.1

Culture is Like an Iceberg

BEHAVIORS

VALUES

CORE BELIEFS

SEE THIS

SEELITTLE OF THIS

4A-20HERC v3.1

Cross-Culture CommunicationPotential Gap Areas

Formality/informalityTechnical/nontechnicalEmotional expressionGreeting styleSpaceOpenness/candorAppearance of affluenceIndividual vs. group orientationSpirituality/fatalism

4A-21HERC v3.1

Cross-Cultural CommunicationPublic Meetings Considerations

Formality/informalityDressPresentationsTime/pace

Family orientedChildren encouragedChildren in audience or elsewhere

LanguageHolidaysReligion

4A-22HERC v3.1

Cross-Cultural CommunicationPublic Meetings Considerations

Value of timePromptnessPaceHang around at end

Open discussionGroupOne on one

FoodEthnicityReligionAge

Gender

Your metaphors and analogies should relate to the culture you are dealing with.

4A-23HERC v3.1

Cross-Cultural CommunicationSeven-Step Model

Seven-Step Model for Working Across Community Cultures

1. Learn about your culture using the iceberg model as a guide.

2. Meet with community influentials to learn more about the other culture.

3. Develop knowledge of a community culture using the iceberg model as a guide. Also use D.I.E. Model.

4. List similarities in core beliefs, values, and behavior between your organizational culture and the community culture.

5. Then list a few major differences that may get in the way of effective interaction.

6. Empathize with these differences that are in step 5.7. Determine how you will manage the differences

listed in step 5.

4B-1HERC v3.1

Topic Four B

Responding to Any Challenging Question or Statement

Section OutlineA Guideline

4B-2HERC v3.1

A Guideline for Responding to Challenging Questions/Statements

1. Allow ventilation/anger – up to a point.2. Determine their underlying concern.

Paraphrase off of previous questionsA “How can we…” response

3. Indicate that you care where they are coming from. Be empathetic.

4. Make your point/conclusion/sound bite.5. Provide facts that support your conclusion.6. Discuss next steps.

4B-3HERC v3.1

Generic Categories of Questions and Statements

1. Ventilation – A highly negative emotional state/anger

2. What’s the question or statement? 3. Rude but briefly acceptable 4. Negative allegations – not true 5. Negative allegations – true

4B-4HERC v3.1

Generic Categories ofQuestions and Statements

6. Guarantee/100% Assurance/No Risk Acceptable

7. Fairness Questions 8. The Setup Question or Statement 9. Personal Interest That’s Not Relevant (In

Group Discussions) 10. Policy 11. Factual Questions – What? Who? When?

Where?

4C-1HERC v3.1

Topic Four C

Message Development

Topic OutlineCommuniction vehicles, channels and applications. Purposes of messages.Guidelines, components, and points to consider.

4C-2HERC v3.1

Communication Vehicles*

WrittenOral VisualAudience interactionComputer-based applications

*Lundgren, (1998).

4C-3HERC v3.1

Communication ChannelsThere are various types of channels you can use to communicate

your messageMediaAdvertisingPublic meetings

Restoration Advisory BoardsPoster station meetingsInformal

InternetThrough employees, familiesThrough third-party supporters“Word of mouth”Speakers bureaus

4C-4HERC v3.1

Communication ApplicationsExhibits and displaysFact sheetsFormal public hearings and presentationsNews releasesStatus reportsWeb pagesPublic notices in newspapersPosted flyers in public locationsVideos BrochuresInformation packetsJournal articles by other parties that support your messagesFormal or informal conversations and meetings

4C-5HERC v3.1

Message Purposes

Raise awarenessEducate/InformGet consensusChange behavior

4C-6HERC v3.1

Message DevelopmentPoints to Consider

1. Who is the stakeholder?2. What is the goal/purpose of the message?3. What are the options – methods, tools

(channels, vehicles)?4. What is the plan?

4C-7HERC v3.1

Written Message GuidelineEmpathy

Statement that illustrates understanding where they are coming from

ConclusionA simple, short sound bite that summarizes your points

FactsUsually two to three. They support the conclusion.

Future ActionWhat is next? Where to go for more information. When they will next hear from you.Include what, who and WHEN – when is critical.

4C-8HERC v3.1

Components of EffectiveMessages

Trust and credibility of information sourcesThe quality and clarity of the message designEffectiveness and efficiency of the delivery channelInvolvement and acceptance of the target audience

4C-9HERC v3.1

Components of a Good Key Message

Must address underlying concernShort – 5 to 15 words Avoid negativesUnderstandable - 6th-8th grade level, no jargon, acronymsNo “push backs” on themGet your “bad news” out first, if there is any

4C-10HERC v3.1

Messages Should IncludeWhat your audiences want to knowWhat you think is criticalWhat audiences are likely to misunderstand, if you don’t addressSensitivity to emotions, concerns, values, etc.Balancing conflicting information or different views

4C-11HERC v3.1

Written Risk Communication

WRITTEN RISK COMMUNICATION MESSAGES SHOULD:Be memorableInvolve third-party referencesBe qualitative vs. number-orientedAcknowledge uncertaintiesInclude analogiesBe personalizedInclude stories/anecdotesInclude glossaries/indexes

4C-12HERC v3.1

Written Risk Communication

RISK COMMUNICATION WRITTEN MESSAGES MAY:Discuss nature of riskInclude alternativesInclude risk management effortsDiscuss benefitsInclude lists of related information

4C-13HERC v3.1

Readability ConsiderationsVocabularyNumber of syllablesLength of sentencesLength of paragraphsPassive or active

4C-14HERC v3.1

Written Message Points to Consider

Getting the attention of the stakeholder:Put messages in unexpected placesUnexpected communication channelsUnexpected graphics/phrases/colorUnusual, unfamiliar presentationDiscrepancy exists between content expectations and realityRequest causes individual to deliberately increase level of conscious attention

4C-15HERC v3.1

MessagesMessages (written or verbal) should be completed only after you’ve begun building relationships with your selected stakeholders.Pretesting your messages with your stakeholders will increase your chances of success.

4C-16HERC v3.1

Pretest Written Messages – Why?Increase chance of successAssess comprehensionAssess recallIdentify strong pointsIdentify weak pointsTest sensitive/controversial pointsIdentify cultural impactAssess personal relevance

Checklist for Risk Communication and Public Involvement Fact Sheets

The following checklist should be considered when developing fact sheets.

Plan your fact sheet

Know your audience

Who are you trying to reach?

What does your audience want to know?

Identify your purpose

Why do you want to distribute a fact sheet?

What would you like your audience to know?

Make it easy for people to find the information they want

Provide answers for the questions people are asking in the right format

What is happening related to my concerns or issues?

How does this affect me?

Use understandable text and illustrations

Keep it as simple as possible

Cut the jargon out

Cut down on use of acronyms and define the ones you do use

Use illustrations instead of tables and charts full of data

Focus on the big picture – don’t use too many details

Use as few numbers as possible. If you need to use numbers, then consider:

Remember that numbers are not second nature to most people

Be aware of the numerator effect

Consider using an analogy to explain small amounts and relate numbers to something familiar (e.g., ppm = 1 inch in 16 miles or ppb = 1 cent in $10,000,000)

Whole numbers and fractions are better than decimal points

If you must use a scientific notation, explain it first, then be consistent (10-5 vs. 1x10-5)

Explain inverse relationships (e.g., billion > million but ppb < ppm)

Design a visually-appealing and user friendly fact sheet

Use visual illustrations, graphics, and photos as much as possible

Use bullets instead of long paragraphs of text

Break up text by using a question & answer format or by using representative headings

Make it easy for people to provide feedback or request more information

Provide a point of contact

Provide other resources of information

This fact sheet addresses community concerns about public health and environmental issues associated with the Massachusetts Military Reservation (MMR). Terms identified in bold are defined in the glossary. There are three basic factors that must be present or occur to cause harm from environmental contamination: a source of contamination, an exposure pathway and a recipient. These three elements are the basis of any health, risk, or ecological assessment. This fact sheet will specifically focus on exposure. For specific questions about health effects and exposure to a particular chemical contact the Environmental Public Health Center located at MMR at (508) 968-4366. People, plants and animals can be exposed to pollutants by breathing, eating, drinking or through skin contact. There is a potential health risk only if there is a completed exposure pathway. A completed pathway occurs when the contaminant is known to travel from the source to a person, animal or plant. Exposure can occur only if there is a pathway for the contaminants to go from the source to the individual, animal or plant. For the MMR, the sources of the contaminants are the numerous chemical spills, fuel spills and other military activities that have occurred at several locations on the MMR base. To be exposed to contaminants from MMR, the contaminants have to travel through the soil, water, air, or food chain (or some combination thereof) to people, plants, and animals. Water: People, plants and animals may be exposed to contaminants through direct contact with, or drinking, contaminated groundwater. Contaminated groundwater may also flow into ponds, rivers, or harbors. People and animals may be exposed by direct contact with, or ingesting, the contaminated surface water, or consumption of contaminated fish. Using contaminated groundwater and surface water for irrigation can result in plants taking up the

April 1998 contaminants. People and animals may then be exposed by eating the contaminated plants.

Community Environmental Fact Sheet UNDERSTANDING EXPOSURE

SOIL: People and animals may be exposed to contaminants by eating or touching the contaminated soil. Plants growing in the contaminated soil may take up the contaminants through their roots; people and animals may be exposed by eating the contaminated plants. AIR: People and animals may be exposed through the air by breathing or inhaling contaminants. Contaminants may travel from water to the air as a vapor if contaminated water is used for showering. Contaminated dust and airborne contaminants may be deposited on plants and in ponds and rivers.

HOW ARE HEALTH EFFECTS DETERMINIE?

HOW CAN EXPOSURE OCCUR? Different routes of exposure to a contaminant can result in different health concerns. The following factors and characteristics determine the type and severity of health effects that may occur as the result of exposure to contaminants:

• Exposure concentration (how much) • Frequency of exposure (how many days per

week) WHAT AN EXPOSURE PATHWAY? • Duration of exposure (how long: days,

weeks, or years) • Route of exposure (drinking, breathing,

touching, eating) • Characteristics of the chemical to which one

is exposed • Age (younger and older people are usually

more sensitive) • Sex • Nutritional status • Family traits (genetics) • Life style (e.g., smoking) • Health status • Specific sensitive groups (e.g., pregnant

women) For example, touching asbestos fibers is not likely to cause you harm, but inhaling the fibers could damage your lung tissue.

This fact sheet was developed through a collaborative effort of the Air Force Center for Environmental Excellence (AFCEE), U.S. Environmental Protection Agency (EPA), U.S. Agency for Toxic Substances and Disease Registry (ATSDR), Massachusetts Department of Environmental Protection (DEP), Massachusetts Department of Public Health (DPH), Joint Program Office (JPO), and local officials.

Avoid exposure to contaminated groundwater. If you’re not sure if your well is contaminated, have your well tested. Contact your town’s health agent for more information on the recommended tests and any necessary follow-up action (see information on page 4). If you are located in an area that may be affected by contamination from the base, you may be eligible for AFCEE’s residential well sampling program at no charge to you. If your well is tested as part of this program and is found to be affected, AFCEE will provide you with an alternate source of safe drinking water (bottled water an/or hook-ups to town water.) In addition, you should follow fishing advisories and the pertinent recommendations of Federal, State and local health agencies for any affected surface waters. For further specific information see the points of contact on page 4. It can be difficult to determine the health effects that may occur as a result of historic exposure to contaminant(s), since exposure concentration, the frequency and/or duration of exposure, the exposure pathway and the chemical nature of the contaminants must be taken in context with the age, sex, nutritional status, genetics, life style, and health status of the exposed individual. If you believe that you have been exposed to contaminant(s), you should discuss your concerns with your physician. If you have further concerns regarding exposure or medical testing, you can contact an occupational physician who specializes in occupational exposure to hazardous materials. Contacting the ATSDR for a listing of health clinics affiliated with the Association of Environmental Clinics. Under State and Federal regulations, the MMR must determine the most likely exposure pathways, and then act to reduce or eliminate that exposure. Some recent actions include: start-up and operation of groundwater treatment systems at Fuel Spill 12 (FS-12) and Storm Drain 5 North (SD-5 North), removing and treating contaminated soils from the Firefighter

Training Area 1 (FTA-1), and installing a cap on the source area for the Landfill 1 (LF-1) plume. WHAT ARE SOME OF THE THINGS I

CAN DO TO LIMIT MY OWN EXPOSURE TO CONTIMANTS?

FOR MORE INFORMATION

AFCEE Community Involvement Office Vanessa Musgrave (508) 968-4678

Bourne Board of Health(508) 759-0630

Falmouth Board of Health (508) 548-7611

Mashpee Board of Health (508) 539-1400 x555

Sandwich Board of Health (508) 888-0018

Barnstable County Department of Health and the Environment (508) 362-2511

EPA Community Involvement Johanna Hunter (617) 565-3425

ATSDR Louise House (508) 968-4362

Massachusetts DEP Community Involvement Ellie Grillo (508) 946-2866

Massachusetts DPH Mari Cooney (508) 968-4364

Joint Program Office Barbara Larcom (508) 968-5824

AFCEE Residential Well Sampling ProgramDoug Karson (508) 968-4678 ext 2

WHAT CAN I DO IF I BELIEVE I'VE BEEN EXPOSED TO CONTAMINANTS

IN THE PAST?

GLOSSARY

exposure pathway: the route by which a contaminant travels from the source area to reach a receptor (humans, birds, etc.) contaminants: substances that diminish the quality of air, water, soil, or food. source: the location where contaminants enter soil, water, air or sediment.

FOR ADDITIONAL INFORMATION

Additional information about the cleanup program at the MMR is available on the program’s website (http://www.mmr.org). The website includes a variety of information, including technical documents, meetings agendas and summaries, maps, glossaries, weekly reports, and news releases. It also includes links to other websites, including those of EPA Region 1, DEP, DPH, and ATSDR.

WHAT IS BEING DONE TO REDUCE OR LIMIT EXPOSURE TO

CONTAMINANTS FROM MMR?

In addition, five local libraries house information repositories for the cleanup program. The libraries are: Falmouth Public Library 123 Katherine Lee Bates Rd Falmouth, MA 02540 (508) 457-2555

Mashpee Public LibrarySteeple Street Mashpee Commons Mashpee, MA 02649 (508) 539-1436

Sandwich Public Library 142 Main Street Sandwich, MA 02563 (508) 888-0625

Jonathan Bourne Library 19 Sandwich Road Bourne, MA 02532 (508) 759-0644

US Coast Guard Library Building 5205, Ent Street Otis ANGB, MA 02542 (508) 968-6456

The Administrative Record, which is a public record of all documents used in decision-making, is available for review at the Falmouth Public Library or by contacting the IRP Office at (508) 968-4678.

What are polycyclic aromatic hydrocarbons? Polycyclic aromatic hydrocarbons (PAHs) are a group of over 100 different compounds. PAHs are usually found as a mixture containing two or more of these compounds. Most PAHs found in the environment are formed during the incomplete burning of coal, oil and gas, wood, garbage, or other substances. Some PAHs are manufactured. These pure PAHs usually exist as colorless, white, or pale yellow-green solids. PAHs are found in coal tar, crude oil, creosote, and roofing tar. Some are used in medicines or to make dyes, plastics, and pesticides. PAHs are also found in tobacco smoke and charbroiled meat. How are PAHs released into the environment? PAHs are released to air in from both manmade and naturally occurring sources. Manmade sources include the exhaust of motor vehicles and other gasoline or diesel engines, emissions from coal, oil and wood-burning stoves and furnaces, cigarette smoke, and industrial, municipal and domestic soot or smoke. Naturally occurring sources include volcanoes and forest fires. PAHs are also released to land and water in runoff from asphalt streets and parking lots. What happens to PAHs in the Environment? PAHs bond tightly to dust, soil and sediment. Environmental concentrations of PAHs are highest near sources, but their presence in places far distant from primary sources indicates that they can travel long distances in air. PAHs are removed from air by settling to the ground or reacting with other compounds in the air. PAHs released to ground bond very strongly to soil. PAHs do not easily dissolve in water and for this reason they usually do

Navy Environmental Health Center Public Health Fact Sheet

Polycyclic Aromatic Hydrocarbons

not move through the soil into underground water. Small living organisms living in the soil readily remove PAHs from soil through a process known as biodegradation. In lakes, rivers and streams, PAHs usually sink to the bottom where they are deposited in the sediment. PAHs in sediment are not easily removed by biodegradation. How might I be exposed to PAHs? The greatest potential for exposure to PAHs from environmental sources are breathing air and/or eating foods containing PAHs. Exposures can also result from coming in contact with soil and water in areas close to PAH sources. Perhaps of greatest public health significance are the especially high exposures possible through cigarette smoking and eating smoked and or charcoal broiled meats and fish. Can PAHs affect my health?

Most of our information about the possible health effects from exposure to PAHs comes from animal studies. In these studies, laboratory animals are exposed to far greater concentrations of PAHs than people would ever encounter in the environment. From these studies scientists have determined that:

• Mice fed high levels of a specific PAH compound during pregnancy had difficulty reproducing and so did their offspring. These offspring also had higher rates of birth defects and lower body weights. It is not known whether these effects would occur in people under similar conditions of exposure.

• Animal studies have also shown that PAHs can affect the skin and the ability to fight disease after both short- and long-term

exposure. But these effects have not been seen in people.

• The Department of Health and Human Services (DHHS) has determined that some PAHs may reasonably be expected to be carcinogens. Some people who have breathed or touched mixtures of PAHs and other chemicals for long periods of time have developed cancer. Some PAHs have caused cancer in laboratory animals when they breathed air containing them, ate them in food, or had them applied to their skin.

What can I do to protect my family’s health? The best way to protect your family’s health is limiting possible exposure to PAHs in the soil. Practicing good personal hygiene by washing hands thoroughly after soil contact, washing toys that might have come in contact with bare soil, and recognizing that your children ingest more soil as a result of hand to mouth contact and taking actions to lessen their exposure are the best ways. Other prudent measures include wearing gloves when working in the soil and keeping surfaces in your home free of dust. For further information. Should you have questions or require additional information please contact Mr. Steve Edde, Alameda Point Environmental Liaison, at 749-5952 or via email at [email protected].

Navy Environmental Health Center

Perchlorate in Water

Public Health Fact Sheet

What is perchlorate? Perchlorate can be man made or naturally occurring. It forms when chloride and oxygen join together. It is commonly found as part of other substances, to include ammonium perchlorate, potassium perchlorate, sodium perchlorate, and perchloric acid. Perchlorate dissolves easily and moves quickly in underground water and surface water. It breaks down very slowly in the environment. What is perchlorate used for? Ammonium perchlorate is an oxygen-adding compound used for decades as part of the United States (U. S.) national defense and space programs. It is a major component of propellants in solid fuel for rockets and missiles. Perchlorate is also used in the production of explosives and fireworks. It adds the blue color to firework displays. Potassium perchlorate was once used to treat thyroid disorders in people suffering from Graves’ disease. Potassium perchlorate is still used today under limited conditions to test for thyroid hormone production in patients. Additional uses include the production of matches, dyes, lubricating oils, air bag inflators, electroplating, rubber manufacturing, paint production, and certain chemical fertilizers.

How can I be exposed to perchlorate? Perchlorates have been made, used, or shipped to companies in at least 44 of the 50 states. It is suspected that the highest potential for the release of perchlorate at DOD sites is during the removal, recovery, and disposal of propellant from the solid rocket motors. Perchlorate was first detected in underground water and surface water in California and other western states, such as Nevada and Utah, in the early to mid- 1980’s. There are currently 14 states with confirmed releases of perchlorate in underground or surface water. People who live near areas that have used, tested, manufactured, or disposed of perchlorates may be exposed to perchlorates in their drinking water.

How do I know if perchlorate is in my water? In most cases, the presence of perchlorate in water supplies has not been easy to identify. This is because laboratory testing methods could not detect low levels of perchlorate in water.

In 1997 a new technique was developed that can detect extremely low amounts of perchlorate in water. As a result, additional water sources containing perchlorate can be identified. However, this method has not yet been officially accepted by the U.S. EPA for all types of water samples. Currently, no practical and cost effective means for removing low levels of perchlorate from drinking water exist. Research is ongoing to find suitable techniques. Can exposure to perchlorate affect my health? At present, limited data are available on the health effects of perchlorate. Human studies using data from medical patients given perchlorate to treat

Graves’ disease indicate that high doses can damage the thyroid gland. This can affect metabolism, growth, and development of the human body. In addition, long-term exposure to high levels of perchlorate taken as medication has been linked to potentially serious bone marrow problems. The science of perchlorate and the potential human health impact of exposure to low levels in the parts per billion (ppb) range in drinking water is a

developing issue. No human studies have been completed that address the health effects from drinking water containing the low levels of perchlorate typically found in the U.S. What are the laws regulating perchlorate? Currently, there are no federal drinking water standards for perchlorate. In March of 1998, perchlorate was placed on the U.S. Environmental Protection Agency (EPA) Office of Water’s Contaminant Candidate List (CCL). The Safe Drinking Water Act required EPA to publish the CCL. The list includes compounds that may require regulation, based on their known or suspected presence in public drinking water supplies. The EPA is conducting on-going research and evaluation of perchlorate health issues. An initial draft human health risk assessment (HHRA) was completed by the EPA in December, 1998. A peer review in February, 1999 recommended that additional work be conducted on the perchlorate health issues. At that time, the EPA requested that a second peer review and evaluation of perchlorate be conducted. This evaluation is tentatively scheduled to be completed in early 2000. The final HHRA will be reviewed at that time. After this review is complete, the EPA is expected to establish a drinking water standard called a maximum contaminant limit (MCL). This limit will set the maximum amount of perchlorate the EPA will allow in drinking water, to ensure the protection of human health. In the interim, the California Department of Health Services (DHS) adopted an advisory “action level” of 18 ppb of perchlorate in drinking water. The DHS determined that perchlorate concentrations lower than 18 ppb are not considered to pose a health concern for the public, including children and pregnant women. For more information, please contact Katharine Kurtz of NEHC at (757) 462-5553 or visit the EPA perchlorate web site at www.epa.gov/ogwdw000/ccl/perchlor/perchlo.html.

Checklist for Risk Communication and Public Involvement Web Sites The following checklist should be considered when developing web sites, in general, and specifically when those web sites provide risk communication and public involvement information.

Plan your web site

Know your audience

Who are you trying to reach?

Does your audience use the web?

What does your audience want to see or learn?

Different communication tools work for different audiences

Identify your purpose

Why do you want a web site?

What do you want visitors to do?

Make it easy for people to find the information they want

Help people find your web site

Get the word out and announce your site, include URL on all products

Register with search engines using the right key words

Request a link from other web sites

Easy navigation is a must!

Next page, back to top, header/side bar functions

Site map

Search capability

Provide answers for the questions people are asking in the right format

What is happening related to my concerns or issues?

When and where are public meetings?

How will this affect me?

Design a good web site

Set tone, keep interest, and connect pages

Consistent color scheme using the 216-color browser-safe palette

High contrast: text vs. background color

Keep consistency in format between pages

Fast download time

Rework graphic so the file size provides a fast download time

Be wary of the latest Internet gadgets that take a long time to download or require users to download plug-ins

Test, test, test...

Use different platforms and browsers

Ask representatives from your target audience for a reviewer

Connect using a phone line to see how long it takes to view pages

Keep information up-to-date

Add recent information

Remove old announcements

Check that links work

Provide a way for audience to give feedback and follow up on the feedback

Make it easy for people to provide feedback or request more information

Comment form

Mailto link

Contact us (include mailing address, fax, and phone numbers)

Form to request more specific information or publications order form

Follow up on comments submitted

Web usage statistics

What pages do people visit and how long do they stay?

What browsers do they use?

Other important considerations

Web site security

Privacy statements if contact information is collected

Compliance with

Your organization’s policies and procedures

Americans with Disabilities Act (ADA)

Obey web conventions (e.g., only use underlining when text is a link)

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Topic Four D

Non Verbal Communications

Topic OutlineNon verbal communication components.Body Language.Non Verbal skillsActive Listening

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Non Verbal Communications

Are more important than wordsAre more memorable than the wordsAre more noticeable than words

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Non Verbal ComponentsBody language

FaceEye contactHands/armsPostureMovementsSpace

DressPhysical barriersLocationActive listening, including voice

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Some Basics with the Body

Lean inMaintain eye contactLevel eye contact if possibleSquare upOpen arms and handsMirror space and angle

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Verbals That AreNon Verbals

Changes in voiceHesitationPitchUm’s & ah’s or other unnecessariesSpeedSpecific word emphasisMonotone vs. variationSentences not completePhrases

Voice and body language are connected

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Ten Ways to Improve YourNon Verbal Skills

1. Experiment with a friend, associate, or family member.

2. Count your tics, nervous moves. (We all have them, so what are they and how frequent?)

3. Role play (video tape).4. Try overdoing your expressions. (You

probably are “underdoing it.” Watch actors)

5. How often do you smile? Get your positive feelings on your face.

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Ten Ways to Improve YourNonverbal Skills

6. Write down your initial impressions of people you meet based on their non verbals.

7. Watch TV with the sound off.8. Observe your authority figures.9. Watch people for discrepancies (words say

one thing, body says another).10. Check your silent language with your

feelings. (How do I feel and what are my non verbals telling others?)

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Active Listening

Ability to hear words and emotions (feelings) and feedback accurately.In the early stage of listening the feedback of emotions is more important than words.

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It’s More Than WordsParaphrasingFeeling wordsBody languageVoiceWord emphasisPhrasesEmotions behind the words

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Topic Four E

Media Communications

Section OutlineRecognize that communicating with the broadcast media is different than communicating with the public and employees on risk communication issues.

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Media Communications

Communicating with the media is different than communicating with other stakeholders.You don’t answer the question unless you want to.Instead, you learn to bridge to your key messages.

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Differences in CommunicationEnvironments

Public, No Media

General Media Interviews Crisis Communications Media

Your Messages Are Edited No Yes No, if live broadcast, otherwise, yes

Empathy Essential Essential, but will probably be edited out

Essential

Address the Underlying Concern of the Question

Always When it helps your message

Provide what/ when/where and maybe who Don’t Provide how and why

TRAPS The List We Covered Section 5

A slightly more extensive list

Same as general media interviews, but a different balance

Nonverbal What We Covered Section 5

Simpler – Usually chest and above (look at the interviewer)

Same as General Media Interviews

Future Action Essential Not essential, but helpful Essential

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Who Are the Media?

They are highly competitive. They need to keep the audience's attention with negative news.They cover viewpoints of all parties, not your truths.

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Who Are the Media?

They have limited background on your organization.They usually have limited scientific and technical background.They want to be accurate, but need your help, e.g., provide fact sheets and other information about your industry.

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Who Are the Media?

They don't like an information vacuumand will fill it whether you help them or not.They usually magnify small negative aspects of a situation.They have limited airtime and must deal in sound bites - usually negative.

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Media“When you come to a fork in the road,

take it!”

Your MessagesTheir Story

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Three Musts in Media Interviews

1. Get your conclusion (sound bite) in early

2. Stay positive, never defensive3. Answer only the questions you want

to – BRIDGE to your messages

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Media Message TrapsLength of answers The “I don’t know” fearLength of presentations MoneyJargon Speak for higher authoritySilence Speak for a third partyComparisons with others PausingChummy Blame/defensivenessHedging Negative words or phrasesHumor RumorsRisk comparisons SpeculationGuarantees and promises Off the recordTechnical details and debates Microphone “off”Personal opinion “Can we go in there?”

STUDENT GUIDE A-4A-0072

Appendix 4E Media Communication

Building Bridges

• Knowing how to bridge from their story to your message is critical. • “When you come to a fork in the road, take it.”

Which way will they go? Examples of Bridging Statements

• “…and let me add...” • “...what you should…’ • “…and the important thing is…” • “…what I can tell you is…” • “What’s good about this situation is…” • “I believe what’s been accomplished here is…” • “What I’m most satisfied with is…” • “Our number one priority is…”

Examples of Bridging Q: What do you know about X? A: I don’t know about X, but I can tell you about Y. Y is... Q: Critics say X about your organization A: I can’t speak for them, but I do know that... Q: Your (top person in your organization) has said… Do you agree? A: I can’t speak for X. What I can tell you is... Cast-Iron Guarantee/ 100% Assurance Q: “Can you guarantee this will never happen again?” A: “What I can guarantee is… Let me give you one (or two) examples. A. We have conducted extensive… B. We will do everything it takes to investigate...” The Set Up Q: “If it is determined that…will you pay for…?” A: “I can’t speculate. Now, what I can tell you is…” Q: “What if your employees are found negligent?” A: “A thorough review is underway right now. I can’t speculate on any causes right

now.” False Choice Q: “What do you put first, profits or people?” A: “We’ve found that you can’t have one without the other. For example,…” Q: “Isn’t it better to be safe than sorry?” A: “We take safety very seriously. For example…” Hypothetical/ Rumor/ Speculation Q: “What if…”

HERC WORKSHOP

STUDENT GUIDE A-4A-0072

A: “I can’t speculate, but I can tell you that…” “That’s a hypothetical question, but what we do know is…” “Unfortunately, we don’t have a crystal ball. What I can say is…” Q: “Isn’t it possible that this could have been caused by…” A: “Here’s what we know right now…” Q: “We’ve heard that there’s a possibility that this was caused by…” A: “What we know right now is…” Multiple Choice (Pick Your Poison) Q: “So, what is your track record? Have you in fact dealt with this problem before and do

you accept responsibility for this?” A: “Well, to answer your first or second or third question…” Foot-in-Mouth Q: “So would you say (your organization) has a far better reputation than…” A: “What I AM saying is…” A: “What we are proud about is…” A: “Our organization has accomplished…” False Premise/ Negative Allegation Q: “There’s clearly been a cover-up. Isn’t it time you came clean with the local

community?” A: “We’ve been very open about our operations. In fact, we have…” Q: “Didn’t your organization lie about …?” A: “We’ve been truthful about… For example…” Q: “What if it is determined that…” A: “What we are doing is…” Speculate Based on Past Events Q: “Didn’t this happen before and was it due to operator error?” A: “We learned a lot from the past incident and made improvements. At this point, we

don’t know what caused this incident.” Fulton Communications

HERC WORKSHOP

STUDENT GUIDE CIN A-4A-0072

Topic 5. The Risk Communication Process

A. Enabling Objectives Upon completion of this topic, the student will be able to: 1.10 RECOGNIZE the process and importance of risk communication as it relates to stakeholder

involvement. 1.11 RECOGNIZE opportunities to apply risk communication principles in environmental risk

management. 2.1 DESCRIBE the various methods through which risk communication information can be

delivered. 2.7 DESCRIBE methods to identify, prioritize, and receive input from a community in order to

anticipate questions and communicate effectively. 2.8 DESCRIBE risk communication guidelines that should be set in advance to facilitate effective

communication at group/team meetings, public meetings, and other gatherings. 3.1 DESCRIBE the components of a risk communication process that is strategically based on

communication theory and stakeholder involvement. 3.3 DESCRIBE the components of a Risk Communication Strategy. 3.4 DESCRIBE how to assess the type of risk communication techniques that are appropriate for a

given situation. 3.5 RECOGNIZE methods of addressing barriers of communication in risk communication strategy. 3.6 DESCRIBE the strategic importance of stakeholder dialogue to have an effective Risk

Communication Strategy. 3.9 EVALUATE the effectiveness of a communication process and identify strategic adjustments to

meet the identified goals and objectives.

B. Topic Preparation Review the workbook material prior to the lecture. Think about how your job relates to this material and be prepared to ask questions.

C. References 1. CAER Code Resource Guide. (1992) Prepared by CMA. 2. Chemical Manufacturers Association. Community Outreach Manual. 3. Chemical Manufacturers Association. Listening and Responding Through Community Outreach

Panels. 4. Community Advisory Panel Handbook. (1992) Prepared by CMA. 5. EPA (U.S. Environmental Protection Agency). (1988) Community Relations in Superfund: A

Handbook. EPA/540/G-88/002, U.S. Environmental Protection Agency, Office of Emergency and Remedial Response, Washington, D.C.

6. Lundgren, Regina. (1998) A Handbook for Communicating Environmental, Safety and Health Risks, Battelle Press.

7. National Institute for Chemical Studies (1989) Citizens' Guide For Environmental Issues. National Institute for Chemical Studies, Charleston, West Virginia.

8. “Reporting Worse Case Scenarios: Managing Our Risk Together.” (1994) Videotape, Prepared by CMA.

9. Schultz, Will. (1978) FIRO Awareness Scales Manual. Consulting Psychologists Press, Inc., Palo Alto, California.

D. Supplements

1. List of Stakeholders E. Exercise

Exercise #6

HERC Workshop September 2004

STUDENT GUIDE CIN A-4A-0072

Discussion Notes

HERC Workshop September 2004

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Topic FiveThe Risk Communication Process

Topic OutlineWhy it’s a ProcessThe risk communications is a process.Objective of ProcessInvolving the stakeholdersCommunications skills training plan.

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Why Do It?Need a planning process to align your participants, your teamNeed a process in order to measure progress and make necessary adjustmentsNeed a process to most effectively involve stakeholdersNeed a process in order to best react to change

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The Risk Communications Process

There is no one “right” process/ template; however, there are some necessary components.The process is iterative.The two essentials are:

Stakeholder involvementCommunicator skills

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TemplatesThere is no one template necessary to have a good Risk Communications plan. Each template should have a gathering of initial intelligence – Step 1Each template should have an action/ execution plan with:

WhoWhat Where

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The Risk Communication Process

Purpose/MissionWhat do we need to

accomplish?

GoalsRequired to accomplish

The Purpose/Mission

Stakeholder Involvement

BackgroundSituational AnalysisDo the Homework

1.

2.

3.

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The Risk Communication Process

Stakeholder IdentificationWho’s out there?

Stakeholder PrioritizationWhom do we need to reach?

Stakeholder Involvement

4.

5.

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The Risk Communication Process

Evaluating Program Effectiveness

How are we doing?What to modify?

Stakeholder Involvement

Action StepsA)Strategy/Approach/Decisions

B)Specifics on Implementation/ExecutionWho, What, When

6.

7.

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The Risk Communication ProcessThere may be other potential components for your process besides the necessary ones just covered. This can be due to the complexity of your plan or certain organizational requirements in plan components.These could include:

Who the mission is set byConstraintsAssumptions in the planCollaborative strategiesA strategy for implementing the planAnalyzing information

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1. Background/Situational Analysis/Do Your Homework

This step in the process is gathering what you know before you do any further assessing of the issue.

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2. Purpose/MissionYour purpose or mission statement is why you have a risk communications program.It should be a very broad statement that describes what change you are trying to accomplish.It should be brief, positive, understandable, and clear to your risk communications team and key stakeholders.

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3. Goals

Goals are the major approaches that accomplish your purpose/ mission.Goals are broad statements.Usually 2-4 goals are sufficient.

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4. Stakeholder IdentificationA stakeholder can be an individual or a group or a geography. Ultimately a stakeholder is anyone that has an interest in or could be impacted by the issue. A stakeholder could be a supporter, a straddler, or an opponent. Stakeholders can be internal and/or external.Your objective in this step of the process is to ensure you haven’t missed anybody or any group.See Appendix “X” for a Generic Stakeholder List.

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5. Stakeholder PrioritizationWho do we want to reach?There are several test questions (OH 3-12) that your Risk communications team should use to determine your stakeholders.Third-party support stakeholders should be determined in this step.

__________________In crisis communications, the relative timing of who you contact needs to be included in your crisis communications planning.

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5. Stakeholder Prioritization Questions to Ask Yourself

Who needs to be involved?Individual/groups likely to be affected?Individuals/groups likely to perceive they are affected?Those likely to be upset if not involved?Those previously involved in an active issue?Who could give you a balanced range of opinion on an active issue?Who might provide third-party support?Those you’d least like to communicate with?Test: Are they active, attentive or passive?

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5. Stakeholder InputStakeholders can provide you with excellent ideas on the issues.Determine their viewpoint on the issues, their informational needs, where they get their information, and how they would like to be involved.Ask who else you should contact. There are several test questions that your risk communication team should use to determine type of stakeholder input you need.

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5. Stakeholder InputStakeholder Concerns/Views

Understanding stakeholder concerns/views is a must for a good risk communication program.Assumptions/hunches frequently miss the mark.The majority of the information about community concerns/views is in the community, not in your organization.Some stakeholders concerns/views change.Expect a range of opinions.Use of intermediaries is helpful for gathering information.There are different methods for obtaining concerns/views.

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5. Methods to Determine Concerns

Formal Input Survey*In-person interviews - one on one Intercept interviewsPhoneMailFocus groups

Informal Input

*If a formal survey is necessary, be aware of Paperwork Reduction Act of 1995 restriction.

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6. Action Steps

Two Phases:Your Strategy/Approach/DecisionsSpecifics of Execution/Implementation –Who/What/When

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6A. Action Steps

What are your general approaches?Phased stepsParallel stepsPartneringMilestones to reach

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6B. Action StepsSome Guidelines on

Execution/Implementation

Should be specific enough to be measurable.Should include a who, what, when.Should include communicator skills training plans. (OH 3-26, 3-27)

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6B. Action StepsCommunicator Skills

Training Plan

Your communicators’ skills are the foundation for your risk communications process. A significant failure by one of your primary communicators can set back your entire risk communications process.

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7. Evaluation

The evaluation process is required to ensure you are achieving your mission (purpose), goals, and objectives.Your risk communication team should plan your evaluation at the beginning of the risk communication process.The evaluation process should be updated from time to time during the risk communication process as needed.See Appendix “X” for an example.

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7. Other Reasons forEvaluations

The program seems to be falteringTo test a component of the risk communications process Compliance with laws requiring public communication requirementsAn opportunity to improve the process

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7. Examples of Modifications Resulting from an Evaluation

Biggest successes and whyWhich objectives are not being met and whyMore/less effort requiredA new stakeholder group to contactAdditional/less third-party supportContinue, expand, reduce or eliminate specific activitiesResource impacts, both cost and dollars

STUDENT GUIDE A-4A-0072

Appendix 5 - 1

List of Potential Third Party Supporters* (Ranked in Order of Credibility)

TOP THIRD − Local citizens that are perceived to be neutral, respected and well informed

about the issue − Health and safety professionals − Educators (especially those from respected local schools) − Non-profit voluntary health organizations − Non-management employees − Professional societies MIDDLE THIRD − Media − Environmental groups BOTTOM THIRD − Industry officials − Federal government officials − Environmental consultants from for-profit firms Changes from previous years: Environmental groups: 10-15% loss of credibility Media: 5-10% gain in credibility Government and industry: 10% loss in credibility * 1986 Chemical Manufacturing Association

HERC Workshop

MEASURE: COMMUNITY PERCEPTION THAT PLANT AIR EMISSIONS CONTRIBUTE TO COMMUNITY CANCER

ACTIVITY QUESTIONS/STATEMENTS PERCEIVED RELATIONSHIP OF COMMUNITY

CANCER AND PLANT AIR EMISSIONS Total

Number About Cancer

Cancer as a % of Total

Likely Unknown Unlikely

Community town hall meetings (one/month)

Community speaking engagements (approx. 6/month)

Newsletter information requests (7,000 homes, one newsletter every two months)

Baytown Sun articles (per month)

Community volunteer activities (input from ~140 employees)

Hotline (per month)

List of Potential Third Party Supporters* (Ranked in Order of Credibility)

TOP THIRD − Local citizens that are perceived to be neutral, respected and well informed

about the issue − Health and safety professionals − Educators (especially those from respected local schools) − Non-profit voluntary health organizations − Non-management employees − Professional societies MIDDLE THIRD − Media − Environmental groups BOTTOM THIRD − Industry officials − Federal government officials − Environmental consultants from for-profit firms Changes from previous years: Environmental groups: 10-15% loss of credibility Media: 5-10% gain in credibility Government and industry: 10% loss in credibility * 1986 Chemical Manufacturing Association

STUDENT GUIDE A-4A-0072

Topic 6. Simulation of the Risk Communication Process and Communication Skills

A. Enabling Objectives

Upon completion of this topic, the student will be able to: 1.5 DEFINE the ethical considerations when using risk communication tools and techniques. 1.8 RECOGNIZE the scientific basis and basic theory for risk communication skills. 1.9 IDENTIFY the differences between crisis communication, care communication, and consensus communication. 1.11 RECOGNIZE opportunities to apply risk communication principles in environmental risk

management. 1.12 RECOGNIZE inhibitors and barriers to effective communication 1.13 STATE the Seven Principles of Risk Communication.

B. Topic Preparation None.

C. References None.

D. Supplements Videotape –

E. Exercises

HERC Workshop September 2004

STUDENT GUIDE A-4A-0072

Discussion Notes

HERC Workshop September 2004

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Topic Six

Simulation of the Risk Communications Process and Communication Skills

STUDENT GUIDE A-4A-0072

Topic 7. Applications Back at Work

A. Enabling Objectives Upon completion of this topic, the student will be able to: UNDERSTAND how the skills learned during the workshop will apply to their work.

B. Topic Preparation None.

C. References None.

D. Supplements Videotape – “Keeping it in Perspective”

HERC WORKSHOP JANUARY 2004

STUDENT GUIDE A-4A-0072

Discussion Notes

HERC WORKSHOP JANUARY 2004

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Topic Seven

Applications Back at Work

Topic OutlineApply learnings of this Risk Communications Workshop to your job.

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Applications Back at Work

EXERCISEReview the attached checklist that you can take back to your workplace. Write down a few of these you may start applying.Group discussion.

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Risk Communications Checklist

After this class you will be able to take back skills that apply specifically to you based on who you are, what you do, and your past history.We developed this list based on feedback from of the thousands of people who have participated in this workshop.Feedback came from course evaluations, personal letters, emails, phone calls and comments during the workshop breaks and after the workshops.We hope each of you finds a few of these items applicable for your specific job assignments.

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Risk Communications ChecklistHave a risk communications plan, including purpose, goals, stakeholder understanding and action planWho’s out there? Your stakeholder list may be longer than you thinkWhen developing a plan, ASK THEM (Stakeholders)OOPS!Prepare for difficult communication encounters with Generic Category approach

Prepare for difficult communication encounters with the 6 Step GuidelineConclusion before factsFuture actions should have a “when”Fear is okay, panic isn’tIn a crisis, tell them what you do know, what you don’t know with confidence and tell them oftenWatch your verbal “push backs”

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Risk Communication ChecklistDifferent messages for different stakeholdersDifferent message vehicles for different stakeholdersDifferent message channels for different stakeholdersKnow ahead of time what’s acceptable and what isn’t99% of the work done for a successful meeting is done before the meetingRisk Communication is not public speaking

Risk Communications is not your Meyers Briggs scoreBe who you are; no scripting, BUT learn the basic skills and pitfalls.Risk Communication skills also apply to your social/personal lifeUse third party support –who are your Mother Theresa’s?Take a look at the trap list

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Risk Communications Checklist“How” you say it is as important as what you sayLeave yourself outsideIt’s not about youRole play before hand (Prepare, Prepare, Prepare)Big Eyes, Big Ears, Small MouthBig ears pick up voice changesBig eyes see many things including “space”

Mimic space and angle and look for changes.Winning feels differentDon’t spin or embellishBe open, honest, genuine and sincereChange in risk perception is largely affected by familiarity, control and benefitsHave a plan for the “spleenetics”Your target audience are the straddlers

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Risk Communications ChecklistRisk comparisons can be very good or very badOne communicator misfire can sink the team/your organizationSecondary and tertiary communicators also need trainingRecognize whether you’re dealing with A) a negative emotion, B) a misperception or C) an agenda (there are many types of agendas)

Don’t take it personally unless the boundaries you established were exceededRemember, once you take it personally (feel a negative emotion) you losePre-emptive strike, get your bad news out first before someone does it for you, admit mistakes.

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Close

FILM:Keeping it in perspective

Student Guide

Topic 8. Review and Summary

A. Enabling Objectives Upon completion of this topic the student will be able to: Quickly refresh skills, tools, techniques, and processes learned in this workshop for effective risk communication.

B. Topic Preparation None

C. References Risk Communication Primer: A Guide for Conveying Controversial or Sensitive Environmental, Health, and Safety Information to a Concerned Audience. Prepared by Navy Environmental Health Center, Environmental Programs Directorate

D. Supplements None

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STUDENT GUIDE CIN A-4A-0072

REFERENCES – BIBLIOGRAPHY

Adler, Nancy J. (1991) Organizational Behavior. Wadsworth Publishing Company, Belmont, California. Barlow, Janelle, and Claus Moller. (1996) A Complaint Is A Gift. Berrett-Koehler Publishers, San Francisco, California. Bier, V. M. (2001) On the State of the Art: Risk Communication to Decision-Makers. Reliability Engineering and System Safety 71: 151–57. Bolton, Robert. (1986) People Skills. Touchstone Printers, New York, New York. Bradbury, J., K. M. Branch, and W. Focht. (1999) Trust and Public Participation in Risk Policy Issues. pp. 117–27 in Social Trust and the Management of Risk, ed. G. Cvetkovich and R. E. Löfstedt, Stylus Publishing, LLC, Herndon, Virginia. Bullard, Robert D. (editor). (1993) Confronting Environmental Racism Voices from the Grassroots. South End Press, Boston, Massachusetts. Bullard, Robert D. (editor). (1990) Dumping in Dixie: Race, Class, and Environmental Quality. Westview Press, Boulder, Colorado. CAER Code Resource Guide. (1992) Prepared by CMA.** Calman, K. C. (2002) Communication of Risk: Choice, Consent and Trust. Lancet 360: 166–68. Chemical Manufacturers Association. Community Outreach Manual.** Chemical Manufacturers Association. Listening and Responding Through Community Outreach Panels.** Community Advisory Panel Handbook. (1992) Prepared by CMA.** Covello, V.T., and F.W. Allen. (1988) Seven Cardinal Rules of Risk Communication. OPA-87-020, U.S. Environmental Protection Agency, Washington, D.C. Covello, V.T., P.M. Sandman, and P. Slovic. (1988) Risk Communication, Risk Statistics, and Risk Comparisons: A Manual for Plant Managers. Chemical Manufacturers Association, Washington, D.C. EPA (U.S. Environmental Protection Agency). (1988) Community Relations in Superfund: A Handbook. EPA/540/G-88/002, U.S. Environmental Protection Agency, Office of Emergency and Remedial Response, Washington, D.C. Fast, Julius. (1970) Body Language. MJF Books, New York, New York.

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Fisher, Roger, William Ury, and Bruce Patton. (1991) Getting to YES: Negotiating Agreement Without Giving In. Penguin Books, New York, New York. Foundation for American Communications. (FACS). The Risk Handbook. Fuller, George. (1991) The Negotiator's Handbook. Prentice Hall, Englewood Cliffs, New Jersey. Fulton, Keith. (1999) The Science of Risk Communications. Goleman, Daniel. (1995) Emotional Intelligence. Bantam Books, New York,

New York. Graham, John D. and Jonathan Baert Wierner. (1995) Risk vs. Risk Tradeoffs in Protecting Health and the Environment. Harvard University Press, Cambridge, Massachusetts. Haden, S.G. (1990). "Institutional Barriers to Risk Communication." Risk Analysis 9:301-308. Haden, Suzette. (1993) Genderspeak. John Wiley & Sons, Inc., Toronto, Canada. Hance, B.J., C. Chess, and P.M. Sandman. (1990) Industry Risk Communication. CRC Press/Lewis Publishers, Boca Raton, Florida. Harris, Philip R., and Robert T. Moran. (1993) Managing Cultural Differences. Gulf Publishing Company, Houston, Texas. Heaps, C. M., and T. B. Henley. Language Matters: Wording Considerations in Hazard Perception and Warning Comprehension. Journal of Psychology 133: 341–51. Ilich, John. (1996) Winning Through Negotiation. Alpha Books, New York, New York. Jamieson, David and Julie O'Mara. (1991) Managing Workforce 2000. Jossey-Bass Publishers, San Francisco, California. Johnson, B. (1999) Ethical Issues in Risk Communication: Continuing the Discussion. Risk Analysis. 19(3): 335–48. Jungermann, H., H.R. Pfister, K. Fischer. (1996) Credibility, Information Preferences, and Information Interests. Risk Analysis. 16(2): 251–61. Kanter, Rosabeth Moss. (1977) Men and Women of the Corporation. BasicBooks, A Division of HarperCollins Publishers. Katz, Judith H. (1978) White Awareness. University of Oklahoma Press, Norman, Oklahoma and London, England.

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Katzenbach, Jon R., and Douglas K. Smith. (1994) The Wisdom of Teams. Harper Business, New York, New York. Knapp, Mark L., and Judith A. Hall. (1997) Nonverbal Communication in Human Interaction. Harcourt Brace College Publishers, Fort Worth, Texas. Kochman, Thomas. (1981) Black and White Styles in Conflict. The University of Chicago Press, Chicago, Illinois and London, England. Kroeger, Otto, and Janet M. Thuesen. (1989) Type Talk. Dell Publishing, New York, New York. Lipkus, I.M., J.G. Hollands. (1999) The Visual Communication of Risk. Journal of National Cancer Institute Monographs. 25: 149–63. Loden, Marilyn. (1985) Feminine Leadership or How to Succeed in Business Without Being One of the Boys. Times Books. Lundgren, Regina. (1998) A Handbook for Communicating Environmental, Safety and Health Risks. Battelle Press. McComas, K.A., C.W. Trumbo. (2001) Source Credibility in Environmental Health-Risk Controversies: Application of Meyer’s Credibility Index. Risk Analysis. 21(3): 467–80. Midgley, Sarah J. (1985) Chemical Risks: Fears, Facts and the Media. The Media Institute, Washington, D.C. Morrison, Terri, Wayne A. Conaway, and George A. Borden. (1994) Kiss, Bow, or Shake Hands. Adams Media Corporation, Holbrook, Maryland. National Institute for Chemical Studies. (1989) Citizens' Guide For Environmental Issues. National Institute for Chemical Studies, Charleston, West Virginia. National Research Council. (1989) Improving Risk Communication. National Academy Press, Washington, D.C. Ng, K.L., D.M. Hamby. (1997) Fundamentals for Establishing a Risk Communication Program. Health Physics Society. 73(3): 473–82. Nierenberg, Gerard I. (1996) The Complete Negotiator. Barnes & Noble, Inc, New York, New York. Peters, R.G., V.T. Covello, D.B. McCallum. (1997) The Determinants of Trust and Credibility in Environmental Risk Communication: An Empirical Study. Risk Analysis. 17(1): 43–54. Pick, Maritza. (1993) How to Save Your Neighborhood, City or Town. Sierra Club Books, San Francisco, California.

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Procedures for Resolving Disputes: A Continuum. CDR Associates, Boulder, Colorado. “Reporting Worse Case Scenarios: Managing Our Risk Together.” (1994)Videotape. Prepared by CMA.** "Risk=Hazard+Outrage…A Formula for Effective Risk Communication." Videotape course presented by Peter M. Sandman. Available from the American Industrial Hygienists Association, Washington, D.C. Ropeik, David and George Gray. (2002) Risk: A Practical Guide for Deciding What’s Really Safe and What’s Really Dangerous in the World Around You. Houghton Mifflin, New York. Rowan, K. E. (1994) Why Rules for Risk Communication Are Not Enough: A Problem-Solving Approach to Risk Communication. Risk Analysis 14: 365–74. Sjoberg, L. 2000. Factors in Risk Perception. Risk Analysis. 20(1): 1–13. Slovic, Paul. (1987) "Perception of Risk." Science 236:2800. Smith, D., J. McCloskey. (1998) Risk Communication and the Social Amplification of Public Sector Risk. Public Money and Management. 18(4): 41–51. Stark, Peter B. (1994) It's Negotiable. Pfeiffer & Company, San Diego, California. Tannen, Deborah. (1994) Talking from 9 to 5. William Morrow and Company, Inc., New York, New York. Tannen, Deborah. (1990) You Just Don't Understand. Ballantine Books, New York, New York. Thomas, R. Roosevelt, Tracy Irving Gray, Jr., and Marjorie Woodruff. (1992) Differences Do Make A Difference. The American Institute for Managing Diversity, Inc., Atlanta, Georgia. Trettin, L., and C. Musham. (2000) Is Trust a Realistic Goal of Environmental Risk Communication? Environment and Behavior 32: 410–26. Trompenaars, Fons. (1994) Riding the Waves of Culture Understanding Diversity in Global Business. Irwin Professional Publishing, Chicago, Illinois. Tufte, Edward R. (1983). Visual Display of Quantitative Information. Graphics Press, Chesire, Connecticut. Tufte, Edward R. (1997) Visual Explanation: Images and Quantities, Evidence and Narrative. Grpahic Press, Chesire, Connecticut. Wanning, Esther (1991) Culture Shock. Graphic Arts Center Publishing Company, Portland, Oregon.

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Whiteman, Thomas, Sam Verghese, and Randy Peterson. (1996) The Complete Stress Management Workbook. Zondervan Publishing House, Grand Rapids, Michigan. Wright, J.W. A Structured Approach to Risk Communications between Government and Public Stakeholders. Canadian Standards Association’s Risk Management Technical Committee. A report from the Society for Risk Analysis 2000 Annual Meeting. http://www.riskworld.com/1998/SRAam01/ab01aa196.htm Instruments Schultz, Will. (1978) FIRO Awareness Scales Manual. Consulting Psychologists Press, Inc., Palo Alto, California. Thomas, Kenneth W., and Ralph H Kilmann. (1974) Thomas-Kilmann Conflict Mode Instrument. Xicom, Inc. Thomas, Kenneth W., and Walter G Tymon, Jr. (1994) Stress Resiliency Profile. Xicom, Inc. US EPA RMP Rule Home Page. Internet address: http//www.epa.gov/swercepp/ Contains information on how to obtain EPA RMP compliance guidance and communication tools. US EPA Emergency Planning and Community Right to Know Hotline. (800) 424-9346 or (703) 412-9810, TDD (800) 553-7672. Hotline answers questions about implementing the RMP rule and where to obtain more information. Watson, Kittie W., and Larry L Barker. Listening Styles Profile. Pfeiffer & Company. **Available from CMA Publications Fulfillment, PO Box 522, Annapolis Junction, MD 20702-0522, Phone: (301) 206-7824, Fax: (301) 206-9789

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June 2006 Health & Environmental Risk Communication Workshop

CD INDEX CECOS HERC Student Guide February 2007 CECOS HERC slide presentation (MS PowerPoint 2003) NEHC “Risk Communication Primer” ATSDR “A Primer on Health Risk Communication Principles and Practices” CDC and ATSDR “Scientific and Technical Information Simply Put” NEHC “What is Installation Restoration” NEHC “What is Risk Assessment” NEHC “Establish a RAB” NEHC “Regulatory Basis for Conducting Risk Communication during Environmental Restoration Activities” NEHC “A guide to writing an effective Executive Summary” NEHC “Guam Community Involvement Plan” NEHC “Katy Field Case Study” NEHC “Comprehensive Risk Communication and Health Consultation Plan for Naval Air Facility Atsugi” USEPA “Seven Cardinal Rules of Risk Communication” NEHC “Communicating with Stakeholders about the Risk Assessment Process”