public awareness tools

8/17/2019 Public Awareness Tools

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Michael Vincent Dc. MercadoCommunications Head, Center for Disaster Preparedness

Public Awareness forDisaster Risk Reduction

Learning objectives

! To provide guidance to participants ondesigning public awareness materials forDRRM

! To introduce them to tools, approaches,and principles in public awareness

! For participants to learn how tocommunicate EWS effectively to people intheir communities

PUBLIC AWARENESSTOOLS

Session 1

Communication nonverbal cuesPublic Awareness



Awareness

! the ability toperceive, to feel, orto be conscious ofevents, objects,thoughts, emotions,or sensory patterns.

! there’s a level ofconsciousness

public awareness vs.

public education vs.

trainingPublic Awareness for DRR = Development

Communication

Development DRR

Public awareness and public education for disaster riskreduction can empower normal people everywhere to

participate in reducing future suffering.

risk communication



Scientific inOutlook

• Systematic! has purpose, and

target audience! considers resources! accurate and complete

• Technical! explains technical

terms in simple terms

Source: Strong, Safe, and Resilient: A Strategic Guide for Disaster Risk Reduction and Management in East Asiaand the Pacic. URL Address: http://worldbank.org/eap

Source: http://www.mb.com.ph/intergovt-body-intensies-awareness-campaign-on-climate-change-in-12-steps/

Relevant

! Focus on topics given lessattention by themainstream media:

! disaster risk reduction,! climate change,! environmental

protection,! agriculture,! science, and

technology, etc.

Relevant

! Emphasizesprocesses and

reporting events’significance vis-á-vis developmentissues, their impact,consequence andhuman interest

Source: Klima Climate Change Center. http://www.env.go.jp/en/earth/ap-net/documents/seminar/15th/

philippines_rws1_050913.pdf



Value-Laden

! emphasizes development values thathelp improve the human condition, andhelp individuals fulfill their greaterpotential

! draw more attention to issues that hinderor hasten our development as a countryand nation

Source: http://www.hongkiat.com/blog/creative-public-awareness-ads/ Source: Komiks ng Kahandaan. Lay-out: Michael Vincent Mercado, 2015.

Tools forPublic Awareness

! one-way broadcast (from one singlesource to a wide audience)

! two-way face-to-face interactions! ‘many-to-many’ interactions (as in social

networking using telephoneand web tools)

One-wayBroadcast

! most common publicawareness tool

!

often has technologicalrequirement! poster, slogan,

billboards! broadcast media:

TV, radio, etc.

Image by:MichaelVincentMercado/21 September 2012

videosSource:FamilyPlanning "InakupArekup" TVC45s. Dir. BorgyTorre. CampaignsandGreyPH. YouTube, 26Mar. 2014. Web. 10 Jan. 2015. < https://www.youtube.com/watch?

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Type Advantages Disadvantages

posters and billboards

• used to makeannouncementsand publicawareness

• usually used

• should be catchy tobe effective

radio

• has a proven trackrecord of effectingbehavioral changein rural areas

• must be tuned intolisteners’ routine/culture to be heard

video programs,motion pictures, and

television

• realistic• can be re-watched• meant for large

audiences

• expensive

Advantages Disadvantages! Closest to face-to-face

discussion! Can tell a complete story! Can enhance accountability! DVD players for viewing are

relatively low cost! Developmental issues and

objectives could be integratedto plots of soap operas,entertainment programs, etc.

! Distribution for widest viewingrequires planning and effort

! Video requires professionalproduction and is costly

! Soap operas require high-quality concepts, writing andcontent

TV and Video

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publications

Advantages Disadvantages

• Everyone likes something tohold and touch

• Can be shared and passed on• Attention-grabbing and eye-catching

• May be useful and retainedand sustained

• Can be targeted to differentaudiences

• Can be interactive andpromote behaviour change

• Not suitable for people with

limited education• Environmental impact,

including trees for paperand transporting

• May not be read because itmay not suit localconditions

• May be poor quality

PrintAdvantages Disadvantages

• Radio is widely availabledistribution channelparticularly in the ruralareas

• Most affordable medium• Useful for transmitting

emergency informationsuch as in providing earlywarning signals

• Can be a regular radio

• Regular radio show series

requires significantplanning and livelypresenters

• Listener has very littleopportunity to check up onwhat was said

• Listenership studies arerarely conducted

Radiotwo-way

face-to-face interactions

! the audience is partof the learning

process! theater, puppetry! games and

competitions

Photo by:MichaelVincent Mercado



Photosby: MichaelVincent Mercado

games and competitions

Type Advantages Disadvantages

theater• can elicit participation

of audience to bemore effective

• needs carefulpretesting

puppetry

• can enhanceunderstanding andcan also reinforcepositive attitudes

• cost-effective

• production is time-consuming and costly

Many-to-manyinteractions

Advantages Disadvantages• Low overhead cost leverages large-

scale distribution channels such asFacebook and Twitter

• Shareable – engages volunteers,and uses word-of-mouth and

reputation to snowball• Has the power to drive traffic toother resources, such as campaignsites, web pages, blogs and articles

• Enables regular communication,which builds relationships

• Enables short messages to bepushed regularly, in bite-sizedchunks

• Content must be updated regularly• Needs feedback system to interact

with audience• Needs to keep pace with technology• Requires commitment of time and

creativity

Social Media What toolsdo be used?

! using a combination of these types ofcontact is the best way to support the

ongoing process of behavior change .! As people cope with ever-increasing

information loads, it is clear that socialnetworks will continue to play a criticalrole in social learning . Your choice of tools will depend on your

audiences, approaches , and resource availability.



Why is the initiativeso important?

! Prioritize your focus:! focus on those risks that are most

likely to occur! have the most severe impact on the

highest number of people! Communities and individuals usually can

– and want to – become partners in this

Why is the initiativeso important?

Examples of Hazards➡ Earthquake➡ Flood➡ Fire➡ Heatwave➡ Drought➡ Typhoons➡ Lightning➡ Volcano

➡ Pandemic or epidemic, such asHIV/AIDS

➡ Hazardous materials release➡ Landslide➡ Garbalanche➡ Debris flow

➡ Transportationaccidents

➡ Civil unrest or conflict➡ Terrorism or Violence➡ Food shortage➡ Power shortage➡ Water shortage➡ Unclean water, or

poor sanitation

Who is the initiativeaimed at?

! Get to know your market segment (audience)! Step 1: List down all the different target groups

! geographic location (including urbanneighborhoods, villages, remote areas,slums and suburbs)

! gender! age! education level! language and ethnic groups! type of workplace

! Include people with disabilities! displaced or homeless people,! non-literate people,! street children and! working youth

How do you reach thesemarginalized groups?

Who is the initiativeaimed at? Checklist:

! Consider providing differentmeeting places or times forwomen and men. Wouldproviding childcare help?

! Should meetings be run indifferent languages, and ifso do you need translators?

! Consider door-to-door andstreet outreach.

! Make sure activities includechildren and youth in age-appropriate ways.

Checklist: ! Provide sign-language

interpreters for deaf people.! Run meetings in wheelchair-

accessible locations.! Provide print and broadcast

materials in all thenecessary languages.

! Make sure that audio andvisual material conveysmessages withoutdepending on reading skills.



Checklist: ! Use radio broadcasts to

reach remote locationsand socially isolated.

! Make sure any captionson video materials aremulti-lingual as needed.

! Make sure that webpages can be read andtranslated by automatedsystems.

Get to know yourmarket segment (audience)

! Step 2: List the kind oforganizations that peoplebelong to:

! neighborhood associations,! workplaces,! schools,! places of worship,! professional and alumni

associations,! clubs and teams,! place-of-origin! associations and gangs.


! Step 3: Consider howpeople communicatewithin their socialnetworks.

! List down theopportunities andbarriers that eachof these present.

TargetGroups

Organizationswhere theymight have

memberships

How they communicate within theirsocial networks

Mode ofCommunication

Oppor tuni ti es Bar ri er s

10-17 yearsold, Out-of-School Youth

Gang, Purok 1

Adults, fisherfolks,education:non-literateand someelementary

Samahang BantayDagat

People withdisabilities

Rotary Club, ChurchChoirs


What could theinitiative consist of?

! Public awareness and public educationfor disaster reduction seek to turn

available human knowledge into specificlocal action to reduce disaster risks.! It mobilizes people through clear

messages, supported with detailedinformation.

What could theinitiative consist of?

! Establish Overall Purpose, Objectives, andOutcomes

! Collect Initial Information! Decide on Your Key Message! Select the Actions/Activities



Hazard awarenessis not enough!

! Researchers have found thatpeople take action onlywhen:

! They know what specificactions can be taken

! They are convinced thatthese actions will beeffective

! They believe in their ownability to carry out tasks

Key research findings:

! People need to bestimulated to seekinformation

! People seek consensus andwant validation from manysources before they act

! People go along with whatthey think others are doing(focus on positive, negativethreats do not work)

Key research findings:

! 3 types of people start ‘pro-social epidemics’:! connectors who bring people together,! information specialists (in other words,

experts),! salespeople who have the ability to

persuade! The most memorable lessons are learned

from stories that are simple, unexpected,concrete, credible and emotional

Transtheoretical model(Stages of Change)

! The gradual process of behaviorchange moves from contemplation to

planning, then to action, and finally tomaintenance



Successful AdvertisingThomas Smith, 1885

SuccessfulAdvertising

! The first time people look at any given ad,they don’t even see it.

! The second time, they don’t notice it.! The third time, they are aware that it is

there.! The fourth time, they have a fleeting sense

that they’ve seen it somewhere before.! The fifth time, they actually read the ad.


! The sixth time they thumb their nose at it.! The seventh time, they start to get a little irritated

with it.! The eighth time, they start to think, “Here’s that

confounded ad again.” ! The ninth time, t hey start to wonder if they’re

missing out on something.! The tenth time, they ask their friends and

neighbors if they’ve tried it.


! The eleventh time, they wonder how the company ispaying for all these ads.

! The twelfth time, they start to think that it must be agood product.

! The thirteenth time, they start to feel the product hasvalue.

! The fourteenth time, they start to remember wantinga product exactly like this for a long time.

! The fifteenth time, they start to year for it becausethey can’t afford to buy it.


! The sixteenth time, they accept the fact that they willbuy it sometime in the future.

! The seventeenth time, they make a note to buy theproduct.

! The eighteenth time, they curse their poverty for notallowing them to buy this terrific product.

! The nineteenth time, they count their money verycarefully.

! The twentieth time prospects see the ad, they buywhat is offering.

Pre-ContemplationNot thinking about or has

rejected change.

Livingin HarmsWay

ContemplationThinking and talking about

change. Seeks Support.

Tired of Livingin HarmsWay

PlanningPlanning what it would take

to make change happen.

StrategizingHow to MoveOutof HarmsWay

ActionTaking positive steps by

putting the plan into practice.

Gradually MovingOut ofHarmsWay

Maintenance Achieving positive and

concrete developments withcontinuing and support.

Live Outof HarmsWay

Termination/ Advocacy/TranscendenceFalling back into old patterns,actions and behaviors.

Telling others about theirsuccesses in changing harmfulbehavior

StagesofChange




! The first time people look at any given ad,they don’t even see it.

! The second time, they don’t notice it.! The third time, they are aware that it is

there.! The fourth time, they have a fleeting sense

that they’ve seen it somewhere before.! The fifth time, they actually read the ad.


! The sixth time they thumb their nose at it.! The seventh time, they start to get a little irritated

with it.! The eighth time, they start to think, “Here’s that

confounded ad again.” ! The ninth time, t hey start to wonder if they’re

missing out on something.! The tenth time, they ask their friends and

neighbors if they’ve tried it.


! The eleventh time, they wonder how the company ispaying for all these ads.

! The twelfth time, they start to think that it must be agood product.

! The thirteenth time, they start to feel the product hasvalue.

! The fourteenth time, they start to remember wantinga product exactly like this for a long time.

! The fifteenth time, they start to yearn for it becausethey can’t afford to buy it.


! The sixteenth time, they accept the fact that they willbuy it sometime in the future.

! The seventeenth time, they make a note to buy theproduct.

! The eighteenth time, they curse their poverty for notallowing them to buy this terrific product.

! The nineteenth time, they count their money verycarefully.

! The twentieth time prospects see the ad, they buywhat is offering.

Pre-ContemplationNot thinking about or has

rejected change.

Livingin HarmsWay

ContemplationThinking and talking about

change. Seeks Support.

Tired of Livingin HarmsWay

PlanningPlanning what it would take

to make change happen.

StrategizingHow to MoveOutof HarmsWay

ActionTaking positive steps by

putting the plan into practice.

Gradually MovingOut ofHarmsWay

Maintenance Achieving positive and

concrete developments withcontinuing and support.

Live Outof HarmsWay

Termination/ Advocacy/TranscendenceFalling back into old patterns,actions and behaviors.

Telling others about theirsuccesses in changing harmfulbehavior

StagesofChange That’s social marketing!



Who should wework with?

! Good strategies grow fromcollaboration, andcooperation is essential fordeveloping consistent,harmonized andstandardized messagesthat will be scaled up andrepeated frequentlyenough to becomecommon knowledge.

Partnership Who Why

Local government • For lobbying and advocacy• To support, to build capacity, and to s cale up andinstitutionalize efforts.

Local communities, villages andurban neighbourhoods

• To assure that our efforts are tried and tested• For Sustainability• Beneficiaries become a new source of volunteers.

Target audiences • Feedback and review

Scientific and technical andlocal knowledge experts

• To access legitimate sources of knowledge andexperience

• Guidance in messaging and content• Technical and local knowledge, transform this into

actionable information• To inform and be informed by research, are all

essential to progress in risk reduction.

Partnership Who Why

Civil society organizations/non-government organizations • Important bridges to different parts of your targetaudience• Some partnerships may be official and formal,

while others may be as simple and informal.Private sector • To help reach wide audiences with clear and sim ple

messages• Corporate social responsibility• When employers support a cause, this strengthens

credibility.Children and youth • investment in the future

• Younger children are most effective incommunicating with their parents

• while youth are most effective with their peers.

When and where is theinitiative appropriate?

! Strategic planning! Take note of opportunities to elevate

public education and awareness as amain focus, and to reach out to high-riskareas and communities

! DRR-themed school programs! bayanihan activities

Keep in Mind:Teachable Moments

! unless the time is right, learning will notoccur

! "When the body is ripe, and societyrequires, and the self is ready to achieve acertain task, the teachable moment hascome"



When is your audiencemost vulnerable to your

message?

Planning forPublic Awareness

Why?(FOcus:HazardMatrix, HVCA)

Who for?(Market Segment,Elements at Risk)

What?(Purpose, Outcome,

Objectives, Info,Messages, Activities)

Who with?(Social Venn Diagram)

How?When and

Where?(Seasonal Calendar)

FOUR KEYAPPROACHES

Approach 1:Campaigns

! The focus ofcampaigns is to

provide uniform,large-scale impactwith standardmessages.


! Tools used:! publications, including

billboards, posters,

newspaper or magazinecoverage, informationcards, flyers, bookmarksand brochures

! curricula, modules andpresentations, includingslide presentations andoral presentations


! e-learning! performing and

cultural arts! games and

competitions! audio and video

materials! web pages and

activities! social media and

telecommunications




Advantages Disadvantages! Reaches the largest numbers

of people with standardmessages

! Attract mass media attention! Builds on strengths of all

partners

! Must be carefully plannedand thought through

! Require excellentorganization

! Requires strong support ofpartners

! Stamina is required:campaigns shouldnot end until they succeed

Approach 2:Participatory learning

! People are especiallymotivated by

approaches in whichthey themselves par-ticipate in a solution,and especially whenthey believe it istheir own idea.


! The focus of participatorylearning is to engagepeople in discovery and

problem solving fordisaster risk reduction.

! At the heart of all ofthese activities is thecommunity’s ownexperience ofempowerment.




! This involves using language, stories, songsand traditions to strengthen the emergingculture of prevention and preparedness.


! DRR Activities:! action-oriented

research such asvulnerability andcapacity assessment

! contingency planning! disaster risk reduction

and managementplanning


! DRR Activities:! implementing risk

reductionmeasures! monitoring and

improving on plansthrough drills andsimulations.


! Specific tools within this approachinclude:

! publications such as booklets! curricula, modules and

presentations! participatory activities such as

transect walk- risk and resource mapping,- seasonal calendar,- focus group discussions,- drills, simulations and

tabletop exercises


! audio and video materials,including

- videos,-

audio clips and- songs or other music! web pages and activities

such as workspaces! social media and telephone-

based initiatives, such as- text messaging and- polling.



Parallel tools specifically for use with children, andfor marginalized populations can be valuable as well.

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Approach 2:Participatory Learning

Advantages Disadvantages! HVCA: This approach begins with

communities’ self-identified threats andvulnerabilities, developing strong risk

awareness

! Identifying resources and capacities leadsto greater confidence and self-sufficiency

! Builds local and personal ownership

! Provides opportunity to integrate disasterreduction, health, water and sanitation,livelihood protection and climate-changeadaptation

! Identifying risk without carrying out otheractivities does not lead automatically toknowledge of solutions

! It can be labor intensive to create impact onsmall population

! Facilitators need substantial training inparticipatory research methods, culture andcultural sensitivity, team building, groupdynamics, recording and interpreting data

! Comprehensive HVCA processes requiresignificant time commitment from volunteersand community participants

Approach 2:Participatory Learning

Advantages Disadvantages! Requires participant communities to

own their own data and plans! Attracts social volunteers, building

organizational capacity and improvingrelationships among allpartners

! Can draw on the wide range ofCommunity risk assessment toolsavailable for adaptation

! Possible for schoolchildren and youth toparticipate in similar processes

! Solutions may be complex

! Community needs and priorities may gobeyond donor priorities and regionalcommittees’ ability to support

! Mitigation activities require a range of high-quality guidance materials and trainingprogrammes

! Advocacy actions that are called for mayencounter resistance and need additional skillsand support

!

Approach 3:Informal education

! The focus of informaleducation is takingadvantage of briefmoments andencounters to stimulatethinking and engagepeople in discovery ofactions and behaviorsto increase safety andresilience.




! Informal educationin communities andschools is the mostflexible of allapproaches withrespect to setting,audience andtimeframe.


! This is particularly effectivebecause peer information,social proof, and socialsupport are vital to shiftinghuman behavior.

! Informal education involvesdisseminating standardmessaging but with theflexibility to accommodatethe needs and concerns ofspecific local audiences.


! Tools:! presentations! guided discussion! demonstration, visual aids! role play! storytelling! case studies.! brainstorming! small group discussion! question box! dramatization! simulation exercises


! Fun for volunteers and forparticipants

! Can support and strengthenwider campaigns

! Takes full advantage of volunteerstrengths and skills

! Includes younger children! Schools can be hub for attracting

parents! Young children can involve

parents! Youth can involve one another

! Variable penetration acrossgeography and time

! Planning for scale and sustainabilityare challenging

! Needs school authorities’ consent! Where other organizations provide

similarschool-based programs, consistencyrequires inter-agency coordination

! Special outreach may be needed toreach children and youth not inschool



! Activities can be designedto reach women and

! men, boys and girls, peoplewith disabilities, and

! many language groups! Informal education in

schools can be a steppingstone to formalintroduction intocurriculum

! Variable penetration acrossgeography and time

! Planning for scale and sustainabilityare challenging

! Needs school authorities’ consent! Where other organizations provide

similarschool-based programs, consistencyrequires inter-agency coordination

! Special outreach may be needed toreach children and youth not inschool




Approach 4: Formalschool-based interventions

! school disaster riskreduction andmanagement inschool curricula

! integration ofDRRM in the basiceducationcurriculum

! school drills

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Approach 4: Formalschool-based interventions

Advantages Disadvantages! Integrating disaster reduction into the

curriculum assures sustained learningacross generations

! Articulated subject matter leaves noroom for doubt about its importance

! Entry points into curricula are fairlyeasily identified within existing curriculaat all grade levels, and in many differentsubjects, including natural sciences,environment, geography, history, socialstudies, language and literature, healthand safety, and civics

! Education authorities and teachers mayfeel that they cannot add one more thingto an already full curriculum

! Standalone courses may be offered onlyas electives, and modules may be usedonly on a voluntary basis by interestedteachers

! Teachers may not feel capable ofteaching unfamiliar material, and mayrequire extensive support

PRINCIPLES FOREFFECTIVEIMPLEMENTATION

Principle 1:Consistency and standard messaging

Principle 2:Legitimacy and credibility

Principle 3:Scalability



Definitionof terms

! Manage Babala:“impormasyon, tagubilin, atbabala na ibinibigay saindibidwal, grupo, opopulasyon ukol sa:

! (1) pagkakaroon ngpanganib, at

! (2) maaring gawin upangmaiwasan o mabawasanang panganib”

Early signifies prior to the arrivalof a hazard or threat — while there

is still time to reduce potentialharm or loss, or prevent a disaster.

Definition of Terms

! Awarning is themessage (usingsigns, words,sounds or images)that announces animminent danger .

Definitionof terms

! Anend-to-end warningsystem is a completeset of components thatconnects those whoneed to hear messages to others who compileand track the hazardinformation of whichmessages arecomposed.

Keyelements

Community Based EWS Driven EWS

Orientation With the people By the peopleCharacter Democratic Empowering

Goals Evocative, consultative Based on needs, participatoryOutlook Community as partners Community as managers Views Community is organized Community is empowered

Values Development of peoplesabilities

Trust in people’s capacities

Result/impact Initiates social reform Restructures social fabricKey players Social entrepreneurs,

community workers and leadersEveryone in the community

Methodology Coordinated with technicalsupport

Self-managed

Active earlywarning

components (outof the four)

At least one is active (e.g.,response capability)

All are active, especially themonitoring of indicators

Project Listo



Keyfactors National EWS Community EWS

Design Deliberate, based on legal mandateby government or other agencies

Flexible design based on need andadapted by trial-and-error

Humanresources

Technicians, specialists Ad hoc volunteers to individualsappointed by local leaders

Characteristics Formal staged warning Ad hoc to staged warningDocumented Legislation, policies, standard

operating procedures, MoUs,diagrammatic representations of

information flow, etc.

Informal and rarely documented

Technology High-tech to telephone, VHF, HFradios

Telephone to traditional (none)

Keyfactors National EWS Community EWS

Trigger Indicators, prediction, technology Personal local detection of ahazard or receipt of a warning from

outside the communityWarningprocess

Cascading or fanned (in phases) insystematic manner

Ad hoc, but may be naturally wellorganized and cascading/fanned

Messages Impersonal PersonalTiming Not always the first to be received

by community; produced to sharewith official systems at all levels

Rapid (when message created atcommunity level) or when there are

good linkages between all levelsPrimary needs

targetedReduce economic and other loss Safety, reduce stress, emotional

supportEvaluation

criteriaHazard details; lead-time provided;proportion of false warnings

Timeliness of receipt of warning,actionable message in warning

Cross-cutting themes:Guiding Principles

! Guiding principle 1:! Integrate within DRR — EWS is not a

stand-alone! Guiding Principle 2:

! Aim for synergy across levels:- community, national and regional/

global


! Guiding Principle 3:! Insist on multi-hazard EWS

! Guiding Principle 4:! Systematically include vulnerability

Guiding Principle 5:Design EWS components with multiple functions




! Guiding Principle 6: ! Accommodate multiple timescales

! Guiding Principle 7:! Embrace multiple knowledge systems

! Guiding Principle 8:! Account for evolving risk and rising

uncertainty

Guiding Principle 9:EWS without borders: target the full

vulnerability and hazard-scape

Guiding Principle 10:Demand appropriate technology

Guiding Principle 11:Require redundancy in indicators and

communication channels

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Guiding Principle 12:Target and reach disadvantaged and vulnerable groups

Guiding Principle 13:Build partnership and individual engagement



4 Core EWS Components

Risk Knowledge

Monitoring

ResponseCapability

WarningCommunication

4 Core EWS Components

Risk Knowledge

Monitoring

ResponseCapability

WarningCommunication

Guiding principleson risk knowledge

! Although risk knowledge exercises maynot lead to early warning, all earlywarning must be founded on risk know-ledge

! Accept that a community’s priorities maynot be our own

Guiding principleson monitoring

! Passive receivers of information do notsave lives

!Some communities will need to DRIVE theirEWS

! Public displays of monitoring can motivatecommunities

! When hazards evolve, so must theirmonitoring

Guiding principleson response capability

! In EWS we respond to warnings, not todisasters

! Strive to organize robust no-regretsresponse actions

! Embed response options in annually updatedcontingency plans with links to funding

! Practice makes perfect: test-drive yourresponse actions

Guiding principleson warning communication

! Clearly delegate responsibility to alert ormediate

!Do not fall into the sophistication trap forwarning devices

! Use staged warnings (levels and colors) indissemination

public awareness tools

Documents