AVIAN INFLUENZA: MEDIA ORIENTATION TRAINING NOTES

AVIAN INFLUENZA:MEDIA ORIENTATION TRAINING NOTES

March 2006

This publication was produced for review by the United States Agency for InternationalDevelopment. It was prepared by the Academy for Educational Development

DISCLAIMER

The author’s views expressed in this publication do not necessarily reflect the views of the UnitedStates Agency for International Development or the United States Government.

AVIAN INFLUENZA:MEDIA ORIENTATION TRAINING NOTES

Avian Influenza: Media Orientation Training Notes i

INTRODUCTION

Avian influenza is receiving high media attention all over the world. Howeverbecause it is a “new” disease there is much misinformation and subsequently mis-understanding about the virus and its nature.The health community is studying itand learning about the virus at the same time it is preparing responses and infor-mation for the public and for the specialists.

The media is an important ally in any public health situation. It serves the role ofbeing a source of correct information as well as an advocate for correct healthbehaviors. But before the media can take on that role, it needs to understand thevirus, the issues surrounding it, policy and practices, and finally, recommended cor-rect behaviors.

As part of the U.S. Government’s response to avian influenza, the Academy forEducational Development has been tasked by USAID to work with local andinternational media to orient them to avian influenza – the science and the prac-tice. Following our work with media in several countries, we have developedAvian Influenza: Media Orientation Training Notes. Based on evidence-based infor-mation and tested training notes, this document introduces avian influenza tolocal media to help them cover the story and understand the complexity of thevirus and its impact.

May 2006

Avian Influenza: Media Orientation Training Notes iii

Organizing a Workshop........................................................................................................................................ 1Day 1: Session 1 Registration .............................................................................................................................. 2Day 1: Session 2 Opening Ceremony............................................................................................................ 4Day 1: Session 3 Introduction of Participants............................................................................................ 5Day 1: Session 4 Objectives of the Workshop ........................................................................................ 6Day 1: Session 5 Importance of Journalists in the

Prevention and Control of Avian Influenza .......................................................... 7Day 1: Session 6 Orientation on Avian Influenza .................................................................................... 9Day 1: Session 7 Health Perspective – Avian Influenza in this Country.................................. 12Day 1: Session 8 Preparation for the Poultry Farm Visits ................................................................ 18Day 2: Session 1 Discussion and Feedback from Poultry Farms ................................................ 20Day 2: Session 2 Identifying Important Messages/Group Session .............................................. 21Day 2: Session 3 Helpful Hints for Reporting on Avian Influenza .............................................. 24Day 2: Session 4 News Reporting and Analysis Exercise ................................................................ 28Day 2: Session 5 Wrap-Up ................................................................................................................................ 30

Sample Evaluation Form ...................................................................................................................................... 31

Sample Certificate of Completion ................................................................................................................ 32

Handout #1 PowerPoint Presentation on Avian Influenza (placeholder page) .................. 33Handout #2 National Strategic Plan on Avian Influenza (placeholder page) ...................... 34Handout #3 Frequently Asked Questions ................................................................................................ 35Handout #4 Key Facts about Avian Influenza (Bird Flu)

and Avian Influenza A (H5N1) Virus .............................................................................. 40Handout #5 Updated List of Countries Affected by Avian Influenza (H5N1) .................. 43Handout #6 Prevention and Control of Bird-to-Human Transmission.................................... 44Handout #7 Key Behaviors to Reduce the Risk of Contracting the Virus:

Working with Poultry .............................................................................................................. 47Handout #8 Interview and Observation Sheet .................................................................................... 48Handout #9 Internet Resources for Covering Avian Influenza .................................................... 48Handout #10 Guidelines for Reporting on Risk .................................................................................... 51Handout #11 Avian Influenza Glossary of Terms .................................................................................... 53

AVIAN INFLUENZA COMMUNICATIONS WORKSHOP FOR JOURNALISTS TRAINING GUIDE

TABLE OF CONTENTS

Avian Influenza: Media Orientation Training Notes 1

CHECKLISTAT LEAST TWO WEEKS BEFORE:

Recruit speakers• Ask guest speakers to prepare a

PowerPoint presentation or speakernotes and to provide you with acopy of it. Be sure to copy the pres-entation in hard copy for each par-ticipant.

• Make sure you invite at least one ortwo technical experts from theregion to attend both days of theworkshop. It is important to havetechnical expertise (in both humanand animal health) on hand so thatthe journalists are able to ask techni-cal questions and have their queriesanswered.They are also invaluable inclarifying issues and misconceptionsthat participants may have.

• Send out letters of confirmation anddirections to the workshop site.

Identify Poultry Farms for Site Visits• Arrange for poultry farm visits

through the Provincial Departmentof Livestock and Fisheries – or therelevant Ministry in your country.Preferably, there should be at leastone visit to a commercial farm and

one visit to a backyard or traditionalmix poultry backyard farm.

• Send out letters of confirmation topoultry farm owners/managers.

Invite journalists to the ses-sion

• If possible, ask them to bring exam-ples of articles they have written onavian influenza, or that have appearedin the publication (or news organiza-tion) with which they are affiliated. Ifthey are radio or television journal-ists, ask them to bring transcripts orsummaries of news reports they (ortheir news organization) have doneon avian influenza.

AT LEAST ONE WEEK BEFORE:

Make copies of registration forms—three types depending on type ofmedia, such as radio,TV or print (seepage 3).

Make copies of all handouts

Prepare all flip charts with instructionsand information, in the language ofyour participants.• Write and post objectives for each

session.• Write and post the main points of

each session.• Set up a “parking lot” for questions

that do not get automaticallyanswered but will be answered later.

THE NIGHT BEFORE:

Setup the workshopspace/room.

AFTER THE TRAINING SESSION:

• Send thank you letters to guestspeakers, co-facilitators and poultryfarm owners.

Arrange for tea/coffee breaks, includingpreparation/serving, cups and utensils.

Notes to Trainers: Preparation is the key to success for any workshop.Below is a checklist to help you planahead for your media orientation onavian influenza.

ORGANIZING A WORKSHOP

2 Avian Influenza: Media Orientation Training Notes

Time required: 30 minutes (for example 7:30 – 8:00 a.m.)

Materials needed: 3 types of registration forms containingcolumns for name, organization,province, signature, contact phonenumber and email. (See sample on the following page.)

Objectives: To document participation of journal-ists in the workshop

Note to Trainer: There are three kinds of registrationsheets. One each for print, radio or TVjournalists. As they arrive at the train-ing, ask participants to use the first 15minutes of the morning to completethe registration form. Be sure to tellthe participants to return all registra-tion forms to you by the OpeningCeremony.

At the end of the day you will deliverthe registration forms to the workshopsponsor/contact.The registration formswill be used for purposes such askeeping the journalists apprised ofavian influenza bulletins, alerts, pressconferences or in the case of an AIoutbreak.

DAY 1 SESSION 1

REGISTRATION


REGISTRATION FOR AVIAN INFLUENZA MEDIA ORIENTATION WORKSHOPDate: _______________________ Place: _______________________ Sponsor: _____________________

Name Media Organization Email Telephone Number(s)

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REGISTRATION FOR AVIAN INFLUENZA MEDIA ORIENTATION WORKSHOP

[NAME OR LOGO OF HOST ORGANIZATION]


Time required: 15 minutes (for example, 8:00 – 8:15 a.m.)

Materials needed: Public address system, workshop banner, slightly elevated platform with podium, and tables and chairs for special guests. If a platform is notavailable, a podium and table and chairs will suffice.

Objectives: To formally open the workshop.

Note to Trainer: A formal opening to the workshophelps frame the importance of the day.If possible, recruit a special speakersuch as a respected veterinarian, physi-cian, epidemiologist, government official,or any other professional who works inthe field of avian influenza. Having aspecial speaker participate in the open-ing ceremony sends the message toparticipants that the information theyhave gathered to hear is important,timely, and perhaps even life saving. Aspecial speaker also shows participantsthat local, regional or provincial leader-ship cares about the issues at hand.

You, as the trainer/facilitator, will beresponsible for learning the backgroundand expertise of the guest speaker so

that you can introduce them and saysomething to the group about them.It’s your job to make the guest speaker feel respected, welcome and comfortable.

Trainer states out loud: Good morning everyone.Welcome to theAvian Influenza Media Orientation. I’d liketo ask you all to take your seats so wecan get started.Thank you. Before webegin, I would like to welcome [designat-ed official or expert], who will officiallywelcome you to this workshop.

Note to Trainer: If there is no official speaker to wel-come the group, the facilitator can dothis.The “guest speaker” can also beone of the technical experts in animalor human health who is present.

DAY 1 SESSION 2

OPENING CEREMONY


Time required: 30 minutes (for example, 8:15 – 8:45 a.m.)

Materials needed: PA system, instructions written on flipchart paper explaining to participantswhat to say about themselves whenmaking introductions.

Objectives: To welcome the participants to theworkshop, and to provide workshopparticipants with the opportunity tomeet and greet each other.

Note to Trainer: Remember that your flip chart instruc-tions and pertinent information shouldbe prepared well in advance of theworkshop. Stand next to the instruc-tions on the flip chart and say,

Trainer states out loud: My name is _____________ and I’mfrom (organization, province, job, personalfact) and I’m conducting this workshoptoday because______________________________.Now that you know who I am, you shouldalso get to know each other a bit better,since you’ll be spending the next twodays together.To get through the intro-ductions as efficiently as possible, I’d likefor each of you to share the following

with us: your name, the name of yourorganization and location (hometown, dis-trict, province), the position or job youhold in your organization, and the reasonyou registered for this workshop. Let’sbegin here on my left/right with you, andwe’ll go around the room.

Note to Trainer: As the participants introduce them-selves jot down the information thatthey give.This will help you get toknow them more quickly and will helpyou understand their motivations forattending the workshop.This will helpyou fine tune or focus the points thatneed to be made over the next coupleof days. Make sure that the technicalexperts present also introduce them-selves, if they have not done so previ-ously.You only have 30 minutes to fin-ish introductions; do not let anyone’sintroduction get too lengthy.

Trainer states out loud: Thank you for those great introductions.It’s nice to meet all of you. Now thatwe’ve finished our introductions, let’smove on to the workshop objectives.

DAY 1 SESSION 3

INTRODUCTION OF PARTICIPANTS



Materials needed: PA system, flip chart paper of theobjectives in the language of the participants.

Trainer states out loud: You’ll see here that I’ve posted the objective of the workshop here on the flip chart. May I ask for a volunteer toread it aloud?

Participant states out loud:The main objective to this workshop is to provide evidence-based data and information on avian influenza so thatjournalists and other participants are better prepared when covering avianinfluenza.This will include key behaviorsthat all people should know about dealing with poultry, and a few samplestory suggestions.

Trainer states out loud: Thank you for reading that. Do any ofyou have any questions about our planfor the day?

Note to TrainerAddress any concern that is raised.Also, this would be a good place to askthem about what motivated them tocome to the workshop in the firstplace. Make sure that the objectivesinclude their original motivations asmuch as possible.This is also a goodtime to emphasize the importance ofstaying on task, showing up on timeafter each break and for the sessiontomorrow morning. Remember, it’syour job as the trainer to keep thingsmoving.

DAY 1 SESSION 4

OBJECTIVES OF THE WORKSHOP



Materials needed: PA system, flip chart paper.

Trainer states out loud: Before we begin talking about what weknow – or don’t know -- about avianinfluenza, I would like to mention why it isso important for journalists to be educat-ed on avian influenza and their impor-tance in the process of preventing andcontaining this virus.What are some ofthe reasons why you think accurate, up-to-date reporting by journalists is essen-tial to controlling this disease?

Note to Trainer: Look for responses such as: Publichealth officials rely on the media to gettheir messages out before, during andafter an outbreak; media reportingestablishes public confidence in theability of governments to address anoutbreak; media coverage promotes anunderstanding of the relevant issues oractions of the government; journalistscan clarify any confusing issues and dis-pel myths and misconceptions; and thatjournalists can outline key preventivebehaviors.

Trainer states out loud: Now that we have discussed how crucial you in the media are to control-ling the spread of avian influenza, let’stalk about what you already knowabout avian influenza, especiallybecause you are the ones who be clar-ifying information and dispelling mythsor misconceptions about the disease.We are fortunate to have animal andhuman health experts here in thisworkshop with us, and they can helpto clarify any avian influenza-relatedquestions.What types of erroneousinformation have you encountered inyour reporting or information gather-ing on avian influenza so far?

Note to Trainer: Look for responses such as: avianinfluenza can be spread from personto person like seasonal influenza (notproven to be true); poultry will obvi-ously look sick if they have avianinfluenza (not true); only chickens andducks (not wild birds) can get avianinfluenza (not true); and avian influenzawill definitely mutate into a pandemicstrain that will be transmitted tohumans around the world (not yetfound to be true).

Refer to the animal and human healthexperts to respond to incorrect infor-mation or statements that might be

DAY 1 SESSION 5

IMPORTANCE OF JOURNALISTS IN THE PREVENTION ANDCONTROL OF AVIAN INFLUENZA

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misleading, as well as to respond toquestions that you cannot answer.

Trainer States Out Loud: Well, it seems like we have all heardquite a bit of misleading informationabout avian influenza, which makes it allthe more important for journalists to con-vey accurate, clear information to theiraudiences.To reinforce some informationthat you already know, and hopefully toteach you a few new things, we will beproviding you with a brief Orientation onAvian Influenza. Our technical expert[mention name] will be providing thisoverview. But before that, let’s break fora short tea/coffee break. Let’s be back inour seats in 15 minutes.

Note to Trainer: Be sure to call time in exactly 15 min-utes.This will let participants knowearly on in the workshop that you stickto the allotted time. It sets the normfor timeliness.

DAY 1 SESSION 5

IMPORTANCE OF JOURNALISTS IN THE PREVENTION ANDCONTROL OF AVIAN INFLUENZA

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DAY 1 SESSION 6

ORIENTATION ON AVIAN INFLUENZA

Time required: 1 Hour (for example, 9:45 – 10:45 a.m.)

Materials needed: PA system, flip chart paper of theobjectives in the language of the partic-ipants, computer and LCD projector ifa PowerPoint presentation will bemade, protective gear (e.g., suit, mask,gloves, and boots) for display anddemonstration, flip chart paper withthe following information spelled out:• What is Avian Influenza? • Update on Avian Influenza (in the

specific country where the work-shop is being held).

• Regional Update on Avian Influenza• Global Update on Avian Influenza• Overview of the National Avian

Influenza Strategic Plan (based onthe country where the workshop isbeing held.) – OPTIONAL.

Participant Handouts Needed: Handout #1 -- PowerPoint presenta-tion on avian influenza provided in hardcopy if a speaker is presenting

Handout #2 -- National Strategic Planon Avian Influenza for the particularcountry (if available)

Handout #3 -- Most Frequently AskedQuestions about Avian Influenza

Handout #4 -- CDC’s Key Facts aboutAvian Influenza (Bird Flu) and AvianInfluenza A (H5N1) Virus

Handout #5 -- Updated List ofCountries Affected by Avian Influenza

Note to Trainer:If you are in a province or region witha Ministry of Agriculture, Forestry andFisheries (MAFF), Department ofAnimal Health (DAH), or Ministry ofHealth (MOH), you may want to invitethem to be a guest speaker for thissession. Ask the guest speaker to pre-pare an interactive lecture orPowerPoint presentation on avianinfluenza. Other speakers that couldhelp with this section include local epi-demiologists or representatives fromthe National Animal Health Center. Ifthese resources do not exist in yourarea, the Trainer should prepare topresent this session.

Trainer states out loud: You’ll see that I’ve posted the objectivesof the workshop here on the flip chart.May I ask for a volunteer to read themout loud?

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DAY 1 SESSION 6


Participant states out loud:The four objectives of this session are to:1. Provide information on avian

influenza.

2. Familiarize the participants with thetechnical aspect of avian influenza.

3. Familiarize participants with theNational Avian Influenza StrategicPlan and explain the role of theMinistry of Agriculture, Forestry andFisheries in that plan – OPTIONAL.

4. Share experiences and discuss avianinfluenza and related issues.

Trainer states out loud:Thank you for reading the objectives forthis session. Do any of you have anyquestions or concerns about any of them?

Note to Trainer: Address any concerns raised, and thenbegin.This section should not takemore than 10 minutes.

Trainer states out loud: Now one of our technical experts willprovide a few key facts about avianinfluenza. As we go through this informa-tion, you should feel free to follow alongin Handout #3, Frequently AskedQuestions on Avian Influenza, andHandout #4, Key Facts About AvianInfluenza (Bird Flu) and Avian Influenza A (H5N1) Virus.

Note to Trainer: The official who is presenting (or thefacilitator, if there is no official speaker)should address the following pieces ofinformation:• How the virus occurs and how wild

birds have served as vectors, andwhat types of animals have fallen illfrom avian influenza.

• How the virus has been found to betransmitted from animal to animal(e.g., through ingestion or inhalationof fecal droppings or excretionsfrom the eyes, nose and mouth ofinfected birds) and how the virushas been found to be transmittedfrom flock to flock (e.g., by humansbringing manure, equipment, vehicles,egg flats, crates, and people whoseclothing or shoes have come in con-tact with the virus).

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• Common ways to contain thespread of the virus (culling, properdisposal of carcasses, disinfection offarms, vaccination, and cooking poul-try meat and eggs thoroughly).

Trainer states out loud:Do any of you have any questions orcomments before we move on?

Note to Trainer: Address any concerns or comments,then proceed.

Trainer states out loud: The next section (or presenter) will giveus a regional update on avian influenza.

Note to Trainer:If there is not a presenter, you will beresponsible for gathering specificregional information on avian influenzafor this section of the presentation.Present the information or introducethe speaker.This section should nottake more than 10 minutes.

Trainer states out loud:The next section (or presenter) will giveus a global update on avian influenza.

Note to Trainer: If there is not a presenter, you will beresponsible for gathering up-to-dateinformation on avian influenza for this

section of the presentation. Present theinformation or introduce the speaker.This section should not take more than10 minutes.

Trainer states out loud: Now that you have had an overview onavian influenza and you’ve heard regionaland global updates, I’d like to open theworkshop up to a group discussion. As wediscuss avian influenza, feel free to askquestions, share your views, and sharewith all of us any sources of informationon AI that you feel would be helpful tofellow journalists.

Note to Trainer: The purpose to this discussion is toallow the group to interact with thetrainer and one another.To stay onschedule, do not take more than 20-30minutes to have this open discussion.

Call time when the whole hour is up!

Trainer states out loud: Thanks to everyone for your participation.To stay on schedule I’m going to ask thatwe move on to the next section. Nowthat we’ve heard a lot about avianinfluenza, especially as it relates to wildbirds and domestic birds, let’s take sometime to talk about the risks of avianinfluenza to humans.

DAY 1 SESSION 6


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Time required: 1 Hour (for example, 10:45 – 11:45 a.m.)

Materials needed: PA system, flip chart paper with theobjectives listed in the language of theparticipants.

Participant Handouts Needed: Handout # 6 -- Prevention andControl of Animal-to-Animal andAnimal-to-Human Transmission

Handout #7 -- Key Behaviors toReduce the Risk of Contracting theVirus:Working with Poultry

Trainer states out loud: You’ll see that I’ve posted the objectivesof the workshop here on the flip chart.May I ask for a volunteer to read themout loud?

Participant states out loud:The five objectives of this session are to:1. Orient the participants on the risks of

avian influenza to humans

2. Explain why everyone should beaware of the H5N1 avian influenzavirus and how to prevent it

3. Familiarize the participants on thesocio-economic impact of avianinfluenza

4. Explain the risks of avian influenzawhen it reaches the pandemic stage

5. Share experiences, discuss avianinfluenza and related issues

Trainer states out loud: Thank you for reading the objectives forthis session. Do any of you have anyquestions or concerns about any of them?

Note to Trainer: Address any concerns that are raised,and then begin.

DAY 1 SESSION 7

HEALTH PERSPECTIVE–AVIANINFLUENZA IN THIS COUNTRY

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Trainer states out loud: We all have probably heard that avianinfluenza can spread to humans, and hasthe potential to make people very sick oreven kill them.There are no confirmedcases of humans spreading the diseaseto other humans, but the health expertsare watching the virus and its method ofspreading closely. The easiest way toavoid getting avian influenza is to avoidtouching poultry or their droppings, wash-ing hands with ash or soap and waterimmediately before and after touchingpoultry, and cooking poultry and eggsthoroughly before eating.You’ll see onyour Handout #6 that there are basicprecautions that everyone should practiceto reduce their risk of exposure to avianinfluenza. I need volunteers to read theseout loud.Who would like to read thesemessages aloud?

Note to Trainer: Call on volunteers until all have beenread.

Participant reads out loud: 1. Practice overall good hygiene.

This means:• Wash hands with soap and water or

ash before and after handling chicken,eggs and other poultry products.

• Wear a mask or cover your nose andmouth with cloth when cleaning orsweeping your farmyard.

• Use other protective equipment if youhave close contact with poultry orother birds.

• If practical, change your clothing onceyou arrive at the workplace -- especial-ly if you have poultry in your backyardor come in contact with poultry on yourway to work.

2. Avoid close contact with birds.Thismeans:

• Do not sleep near poultry.• Do not keep birds as pets.• Do not let poultry in your house.

3. If you come across any dead or sickbirds do not touch them. Other thingsto remember are to:

• Report sick or dead birds immediatelyto the authorities.

• All kinds of birds can get avian influenza – chickens, ducks, geese,quails, turkeys, pigeons, wild birds andeven pet birds.

• Some birds such as ducks can beinfected even when they don’t look sick.

• If you become sick after contact withdead or sick birds, seek immediatemedical attention.

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DAY 1 SESSION 7



DAY 1 SESSION 7


Trainer states out loud: For farmers or those that have contactwith poultry or other birds in their yard, atwork, or in their community, there aremany ways to help keep avian influenzaaway from themselves and their family. Inaddition to the basic precautions that wementioned above, your handout coversadditional ways that farmers and thoseworking in the poultry industry can guardagainst avian influenza. Can I get volun-teers to read some of these?

Participant states out loud:1. Regularly clean the areas where poul-

try are kept.This includes:• Clean or sweep feces and unconsumed

feed from the yard every day.Wear amask while sweeping the farmyard.

• Burn or bury feathers and other wasteaway from the farmyard. Bury wastedeep and with lime so that scavengersdo not dig it up.

• Allow manure to decompose for sever-al weeks to allow any virus to diebefore using it as fertilizer.

• Clean small farm equipment daily, ideal-ly with soap and water or detergent.

2. Don’t bring contamination from otherpoultry farms or markets.This means:

• Make sure you brush or wash off yourshoes and the wheels of your bicy-cle/motorcycle if you visit farms orpoultry markets so you don’t carry the

virus home on your clothing or shoes.• Do not buy or accept any animals,

eggs, or manure from other farms.

3. Protect yourself and your family.Thismeans:

• Keep children away from birds andcollecting eggs if possible – thisincludes pet birds if they are not exclu-sively kept indoors.

• Do not sleep with birds or keep themas pets.

• Make sure you and your family alwayswashes and brushes your shoes andsandals when leaving the farmyard –and especially before going indoors.

4. If you come across any dead or sickbirds, do not touch them.You should:

• Contact the proper authorities in yourarea immediately.

• Dead birds should not be thrown in ariver, pond or other body of water.

• Dead birds should be placed in a bagor other container away from otheranimals until the authorities caninspect the situation. Always weargloves or put plastic bags over yourhands when touching the birds.

• If you see one or more birds that looksick, don’t leave them in the yard.Takethem out of the flock and place themin a closed cage.Then contact an ani-mal health worker (or other authori-ties) immediately.

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DAY 1 SESSION 7


Trainer states out loud: Thanks to all of you for helping with theprecautions list. In addition to farmersand those working in the poultry industry,cullers —those that dispose of the sickbirds — are at risk of being exposed toavian influenza if certain precautionsaren’t taken.Workers involved in culling operationsshould do the following:• Because of the high risk of exposure

during the culling process, workers whomight be exposed to infected poultryshould wear proper personal protectiveequipment such as protective clothing,masks and goggles/eye protection.

• Cullers should follow a decontamina-tion procedure when taking off theirprotective equipment.

• Workers involved in mass culling oper-ations, transportation and burial/incin-eration of carcasses should be vacci-nated with the current influenza vac-cine (to avoid co-infection with avianand human strains of influenza).

• Individuals exposed to infected poultryor farms should be monitored closelyby local health authorities.

• Thoroughly clean and disinfect equip-ment and vehicles (including tires andundercarriage) entering and leavingthe farm.

• Do not loan or borrow equipment orvehicles from other farms

Trainer states out loud: Now that we have a better understand-ing of the risks of avian influenza tofarmers, poultry workers and cullers, let’stake a few minutes to talk about whyeveryone should be concerned about theH5N1 virus.

Let me start by asking you, “Why do youthink we should all be concerned aboutthe H5N1 bird flu virus?”

Note to trainer: Listen for and post answers on the flipchart like:• It’s very serious.• It’s highly contagious• It has infected some people.• It has had a severe impact on the

economies of families, villages, andcommunities.

• It could spread around the world.• It could mutate and spread from

person to person.

Note to trainer: As long as none of the answers isextremely outrageous, there are noright or wrong answers. It’s importantto acknowledge the list that was gener-ated and then move into the facts.Consult with the technical expertspresent if you are unsure how toanswer a question.

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DAY 1 SESSION 7


Trainer states out loud: You came up with some great responsesto my question.The short answer to whywe should be concerned about theH5N1 avian influenza virus is because ithas infected and killed humans.To date,risk to humans has been limited to peo-ple who have had contact with infectedpoultry or contaminated surfaces. Most ofthese human cases have occurred inrural or suburban areas where house-holds keep small poultry flocks.

We have already gone through the keybehaviors people who come in close con-tact with poultry can adopt to reduce therisk of contacting the virus.They are listedin Handout #6 if you want to refer backto them.

Over the past year or two, there hasbeen renewed concern about H5N1avian influenza because it marked thefirst time that so many countries wereaffected at the same time by this virus.The animal and human health experts’concern is that the virus has the potentialto cross the species barrier and infecthumans. Scientists are closely monitoringthe virus to see if it will mutate, making iteasier to spread from human to human.

Of course with all of the discussion aboutthe virus crossing species, there are ongo-ing discussions about vaccines and treat-

ments.There is information on this inHandout #3, Frequently Asked Questions,as well as in Handout #4— Key FactsAbout Avian Influenza. It’s also importantto know the symptoms of avian influenza,which are similar to those of other formsof influenza, including fever, sore throat,cough, headache and muscle aches andpains.These symptoms may vary inseverity. Keep in mind that people getrespiratory infections quite regularly, andthat the chances that symptoms arefrom avian influenza are extremely low.

Of course we’re all concerned about theglobal discussions occurring about thepossibility of an influenza pandemic.Though it’s on our minds, it’s not likely. It’simportant to understand that there areseveral critical steps that must occurbefore a human pandemic can happen.These critical steps include:• a new influenza virus subtype emerges;• it infects humans, causing serious illness;

and • it spreads easily and sustainably among

humans.

The H5N1 virus has met the first two cri-teria, but it has not yet efficiently and sus-tainably infected humans.The risk that theH5N1 virus will acquire this ability remainsas long as there are opportunities forhuman infection; however, control measuresthat are being undertaken worldwide con-

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DAY 1 SESSION 7


tinue to minimize these risks.

It is important to note that a pandemiccan be averted.That is why so muchattention by governments and the healthprofessionals is being placed on how toprevent and control the virus.The first pri-ority is to reduce opportunities for humanexposure to infected or potentially-infect-ed poultry.

Before we conclude this session, I’d like toquickly touch on the economic impact ofavian influenza. According to the WorldBank, so far, the costs incurred have beenmostly related to the death of poultryfrom the disease itself, the culling of poul-try to stem its spread, and the costs togovernments of containing the epidemicin terms of equipment, materials, trans-port and personnel. In Vietnam, forexample, about 44 million birds, or 17percent of the total population of poultry,were culled at an estimated cost ofUS$120 million (0.3 percent of GDP).Thecosts would have been substantially high-er if there had been a serious impact ontourism, where an estimated 5 percentdrop in tourist and business arrivalswould reduce GDP by an additional 0.4percent.The impact on the poultry sectorand associated input and distributionchannels has been severe, however. AnFAO survey indicated that in the mostseriously affected parts of Indonesia,

more than 20 percent of permanentindustrial and commercial farm workerslost their jobs.The FAO also estimatesthat between one-third and one-half ofthe populations in the most affectedSoutheast Asian nations derive at leastsome of their income from poultry production.

Now that you have had an overview ofthe various issues involved in avian influen-za, I’d like to open the workshop up to questions.

Note to trainer: Allow time for questions and additionaldiscussion, and take advantage of theanimal and human health experts pres-ent to help answer questions.

Trainer states out loud: We will now take a break to have somelunch. After lunch we will be visiting poul-try farms so you can get a first-hand viewof how local farmers function and howthey are addressing the issue of avianinfluenza.We will talk again in one hour.

Note to trainer: Make sure to provide any additionallogistical information, such as where theyshould go to eat lunch, and what timethey should return to the session roomto prepare to leave for the farm visits.

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DAY 1 SESSION 8

PREPARATION FOR THE POULTRY FARM VISITS

Time needed:15 minutes (for example, 12:45-1:00)

Trainer states the following: We’re getting ready now to visit poultryfarms.You’ll see here that I’ve postedimportant information about our trip.Let’s go over the objectives of the tripfirst, and then some of the details aboutthe trip.

Note to trainer:You will need to have the followinginformation posted on the flip chart.Review the information with the participants.

Objectives of Farm Visits 1. To expose participants to commer-

cial and backyard chicken farming.

2. To learn about situations of poultryfarming.

3. To allow participants to learn onsite about practices that may ormay not contribute to avian influen-za outbreak.

4. To give the participants the chanceto relate avian influenza issues withactual poultry farming.

5. To provide the journalists theopportunity to gather materials or

interviewees they can report on(publish/broadcast).

Details of Farm Visits• Time of departure• Drinking water will be supplied• Latex gloves will be supplied• Types of poultry farms – we’ll be vis-

iting both commercial chicken farmsand backyard farms.

• What is to be expected — We willbe meeting the farmers; finding outhow much they know about avianinfluenza (e.g., are they aware of it,have they been trained on how to pre-vent/contain it); observe how poultry ishoused (e.g., pens, fences, cages, rangefree vs. cooped); do they buy chicksand from where; are ducks and chick-ens co-mingled; and so forth.

• Rules for the visits — Remember, inmost cases you are visiting a person’shome; be respectful. Do not touch thepoultry or any equipment unless youfirst ask or are invited.

• Facilitators, organizers and technicalexperts from MAF will accompanyyou during the visits.

Participant Handouts Needed:Handout #8

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DAY 1 SESSION 8

PREPARATION FOR THE POULTRY FARM VISITS

Trainer states out loud: Do you have any questions about the sitevisits? Okay. On these visits to poultryfarms you’ll have the opportunity to inter-view poultry owners.You should plan onfinding out the following: the owners’knowledge on avian influenza, and theowners’ attitudes and practices in poultryhandling and farming.

You’ll also be doing a lot of observationon the chicken/poultry farm.Try toobserve:• The movements of people handling

chickens around the farm.• The general situation where

chickens/ducks are raised – for exam-ple, movements of chickens (are theyroaming? Or cooped?), whether hygieneis maintained (no sign of droppings orfeces), placement of other animals onthe farm (no nearby pigs or other ani-mals), etc.

• Any other details, especially surprisingobservations or findings.

You can use Handout #8 as a referenceor to take notes on. Okay, let’s get going.

Note to trainer: A sufficient amount of time should beallowed for site visits. Four hours is typical.

Notes to Trainer/Organizerfor the Site Visit Session:Arrange visits to poultry farms throughthe Provincial Department of Livestockand FisheriesTravel to pre-arranged farms. Optionsinclude:• Commercial chicken farm • Traditional mix-poultry backyard

farm • Commercial or backyard farm affect-

ed by avian influenza• Semi-commercial farms• Mixed animal backyard farms (e.g.,

chicken/fish/cows)

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DAY 2 SESSION 1

DISCUSSION AND FEEDBACK FROM POULTRY FARMS

Time needed:1 Hour (for example, 8:00 – 9:00 a.m.)

Materials needed Flip chart, PA system, writing utensils.

Objectives: To find out the information the partici-pants gathered from the poultry farms,and to provide a forum for the partici-pants to share their findings.

Note to trainer: Prior to the session, prepare flip chartswith the following questions to serveas a basis for giving feedback:• Whom did you interview and what

did you find out in your interviews?• Where there many differences that

you observed between the differenttypes of farms (for example, thecommercial farms Sector 3, as com-pared to the backyard farms Sector 4)?

• What new or surprising things didyou learn from the visits?

• Do any of you have stories plannedbased on the visits and interviews?If so, what are they, and how do you plan to “sell” this story to youreditors?

Trainer states out loud: Good morning, everyone.Welcome to thesecond day of our training.This morningwe will be talking about your visits to thepoultry farms yesterday. On the flip chart,I have written a few questions to get youstarted talking about your experiences.Who wants to start and tell us if therewas anything you observed or discoveredin interviews that surprised you?

Note to trainer: Call on participants who volunteer toshare their observations, and allow thetechnical health experts to respond toquestions or clarify issues, as needed.


DAY 2 SESSION 2

IDENTIFYING IMPORTANTMESSAGES/GROUP SESSION

Materials needed PA system, flip charts, writing utensils.

Time Required2 Hours (for example, 9:00 a.m. – 11:00 a.m.)

Objectives: To take observations and lessonslearned and figure out how to creative-ly relay information about avian influen-za; to reinforce lessons about avianinfluenza; and to provide a forum forparticipants to think critically on thedifferent states of avian influenza.

Note to trainer: Participants will be divided into threegroups and the members of eachgroup will address one of threeassigned topics:

Topic 1: If the animals are healthy,what are the most important (or prac-tical) messages you would tell thepoultry farmers and the general publicto prevent an avian influenza epidemic?

Topic 2: If there has been an outbreaknearby, what are the most important(or practical) messages you would tellpoultry farmers and the general publicto health control the avian influenza epidemic?

Topic 3:If people are sick due to avian influen-za, what are the most important (orpractical) messages you would tellpoultry farmers and the general public?What do you see as your role as jour-nalists in conducting an emergencyresponse to avian influenza?

Prior to the session, prepare flip chartswith the three topics mentioned abovewritten on them. Members of eachgroup will discuss their assigned topic,using their acquired knowledge fromthe poultry visits and previous sessions,and decide how to creatively conveythe information. Each group shouldchoose a group leader, another personto write up the outcome of their dis-cussion, and a third person to presentresults to the whole group afterward.Participants will have 20 minutes todiscuss their assigned topic and anoth-er 10 minutes to write down their col-lective response.

Trainer States Out Loud: Now we’re going to go deeper into whatyou observed yesterday and figure outwhat the important messages would beto convey to these audiences. We’re firstgoing to separate into three groups –let’s count off 1, 2, 3 and then separateinto three groups, with all 1’s sitting [note

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DAY 2 SESSION 2


a location], all 2’s sitting [note a location]and all 3’s sitting [note a location].

The first group will discuss Topic 1 -- Ifthe animals are healthy, what are themost important messages you would tellthe poultry farmers and the general pub-lic to prevent an avian influenza epidem-ic? How would you communicate thesemessages? The second group will discussTopic 2 -- If there has been an outbreaknearby, what are the most importantmessages you would tell poultry farmersand the general public to health controlthe avian influenza epidemic? How wouldyou communicate these messages? Andthe third group will discuss Topic 3 -- Ifpeople are sick due to avian influenza,what are the most important messagesyou would tell poultry farmers and thegeneral public? How would you communi-cate these messages? What is your roleas journalists in conducting an emergencyresponse to avian influenza?

I would recommend that you have twoseparate discussions, or at least two sep-arate sets of recommendations on farm-ers and the general public. By the “gener-al public,” I mean everyone including thesellers in the markets, distributors ofchickens and eggs, and regular con-sumers.You might also want to keep inmind when discussing these issueswhether there are behaviors or messages

that would be different based on theanimal type you saw (such as chicken,duck, or mixed) or the type of farm youvisited (such as commercial, backyard, orsemi-commercial/mixed).

In about a half hour, you will present yourdiscussion findings to the whole group.Youshould probably take about 20 minutesto discuss your assigned question, andthen take the following 10 minutes afterthat to take notes on the points youwould like to present to the larger group.You might want to assign a person totake notes on the flip chart, and anotherperson to agree to give the presentationto the whole group. Each group will have15 minutes to present their opinions tothe larger group. I would like to remindyou that our technical experts are avail-able to respond to questions and clarifyissues you may have. Feel free to use anyof the workshop handouts for additionalinformation.

Okay, let’s separate into our three groups.

Note to trainer: Keep close track of time. Make anannouncement to all three groupswhen 20 minutes has elapsed, tellingthem that they should be finishing updiscussions and beginning to puttogether and write down their thoughtsfor presentation. At the end of the next

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DAY 2 SESSION 2


10 minutes, tell the group that theyshould finish their note-taking and pre-pare for presenting to the larger group.

Trainer States Out Loud: Okay, your time is up. Hopefully, you havehad a good opportunity to discuss yourassigned topic and put together somecreative ways to relay information aboutavian influenza. Earlier, I had asked youto select one person from your group togive the presentation to the larger group.Let’s first hear the presentation from thefirst group, which discussed Topic 1. Eachof the groups will have 15 minutes topresent your discussion results.

Note to trainer: Keep track of the presentations andmake sure that no one exceeds the 15-minute time period. After the first pres-entation, move to the second group,and then to the third group. It might behelpful to write down notes on thefindings to better stimulate any discus-sions that follow, as well as to mentionduring wrap-up at the end of the day.

Trainer States Out Loud: Thanks to all of you for your verythoughtful observations and commentaryon your farm visits yesterday. I hope thatthe first-hand experience with the farm-ers has helped you get a better idea ofthe situation they are facing, and that this

will help to better inform and enhanceyour coverage of avian influenza. I wantedto highlight a few interesting commentsmade during your presentations, and per-haps have our technical experts com-ment on some of your observations.

Note to trainer: Here you can mention a few of theinteresting observations you tookdown in your notes during the presen-tations, and/or bring up questions thatarose during the presentations andhave them clarified by the technicalexperts. Do not take more than 10-15minutes on this discussion.

Trainer States Out Loud:Do any of you have any additional ques-tions or concerns, or any new points thatyou would like to make?

Note to trainer: Address any question or concern thatis raised, and then move on.

Trainer States Out Loud: Okay, if there are no more questions orcomments, let’s take a quick tea/coffeebreak. Let’s be back in our seats in 15minutes.

Note to trainer: Be sure to call time in exactly 15 minutes.

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DAY 2 SESSION 3

HELPFUL HINTS FOR REPORTING ON AVIAN INFLUENZA

Materials needed Flip chart, writing utensil, PA system.

Time Required45 minutes (for example, 11:15 a.m. – 12:00 p.m.)

Objectives: To discuss the issues involved in cover-ing the avian influenza story.

Note to trainer:Prior to this session, write the followingguidelines for reporting on avianinfluenza on the flip chart:1. Get the most updated and accurate

information.2. Build a contacts data base.3. Try not to be drawn into the

“color” of the situation at theexpense of reporting the facts.

4. Localize the information.5. Keep the long-term picture in mind.6. Fight too-low or too-high percep-

tion of risk.7. Protect yourself.

You may want to keep this page cov-ered by another page of the flip chartso as not to distract the attendeesfrom the discussion at hand.

Participant Handouts Needed Handout #9Handout #10

Trainer States Out Loud: Okay, let’s get settled back in and talkabout some helpful hints on reporting onavian influenza. As I am sure many of youhave realized, there are several uniqueissues involved in covering the avianinfluenza story for your media outlet. Aswe mentioned yesterday, journalists playa key role in helping to prevent and con-trol the spread of avian influenza by get-ting the right messages and informationout.

This is not always easy, however.Thereare several issues that come up whencovering influenza. A few I can think ofare that editors are people, and theyhave their own perceptions about the riskof avian influenza and how it should becovered. Another obstacle is finding a wayto explain a very complex subject in avery small amount of space. Or trying tomake a global issue relevant to your localaudiences.What are some other issues orobstacles that you have encountered intrying to report on avian influenza?

Note to trainer: Look for responses such as: lack ofinformation or confirmation of factsfrom government or other officials; notenough time to gather the appropriateinformation to provide context for thestory; being lured away from the realstory by more colorful reports.

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DAY 2 SESSION 3


Mention these factors if they are notbrought up by the attendees.

Trainer States Out Loud: Those are problems that we are all fac-ing. But the question everyone is askingis: what do we do about it? Well, eachsituation is different, each outbreak willbe different, each country or region willbe different, and so forth. But there are afew guidelines that we can use regardlessof the situation. Here are some of them– I have written some of them on theboard -- and you might think of a fewmore to add to the list.Would one of youvolunteer to read the first point?

Note to trainer: Allow a different participant to readeach of the seven points written onthe flip chart as you go down the list.You can speak the rest of the support-ing information after each point.

Participant States Out Loud: 1. Get the most updated and accurate

information.

Trainer States Out Loud: Thank you.This is obvious, but it is notalways easy if your usual sources are notbeing forthcoming or lack information.Remember, the situation with an influen-za outbreak can change rapidly, but theuncertainty of all this is what makes itboth frightening and fascinating. Officials,doctors, and scientists might honestly begiving you differing information from dayto day.That is why it is important to havea backup resource that you can turn tofor information, such as internationalwebsites from expert agencies like theWHO, USAID, USDA, or CDC.We havelisted some Internet resources that mayhelp you in obtaining accurate, up-to-dateinformation; this is in Handout #9.

Participant States Out Loud: 2. Build a contacts data base.

Trainer States Out Loud: Thank you.This is somewhat related toour first point about obtaining updatedand accurate information, but everyreporter who thinks he or she might becovering this story should make contactsnow with the health officials you believecan provide you with reliable information.You do not want to be searching forsources during an ongoing outbreak.

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DAY 2 SESSION 3


Participant States Out Loud: 3. Try not to be drawn into the “color” of

the situation, especially not at theexpense of reporting the facts.

Trainer States Out Loud: Thank you.This can be difficult with avianinfluenza, because it has many colorfulangles. However, it is important to focuson the journalistic back story. Make surepeople understand the basics up-front.

Participant States Out Loud: 4. Localize the information.

Trainer States Out Loud: Thank you.This is another obvious point,but you need to ask what does avianinfluenza mean in the town where youlive, or in your region? What has theimpact been of government policies related to avian influenza on farmers, onbusiness, or on the general public? Alocal angle helps to personalize much ofthe cold, complex scientific informationthat your readers will likely not under-stand. Local interest also cuts through allof the other news reports on avian andinfluenza that are so widespread in theglobal media, and gets your particularaudience to focus on the issue.

Participant States Out Loud: 5. Keep the long-term picture in mind.

Trainer States Out Loud:Thank you. Although an outbreak situa-tion is very fast-moving, and relies onaccurate reporting in a crisis environment,it is important to gather informationthroughout the process – whether it isdocuments, film footage, or possible inter-viewees.You may need to return to theseresources again and again, so do notassume that you will report on a crisisand then leave it behind to pursue amore exciting story once an outbreak isseemingly contained. Avian influenza hasshown itself to be a long-term proposi-tion, with lasting repercussions in theareas it has been detected – economical-ly, politically, and epidemiologically.

Participant States Out Loud: 6. Fight too-low or too-high perception of

risk.

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DAY 2 SESSION 3


Trainer States Out Loud: Thank you. Perception of risk is somethingthat has confused risk communicators fora long time. People often do not takewarnings or preventive health messagesseriously if they do not perceive that they,personally, or their children, are at risk. Forexample, if an outbreak has been report-ed at a farm in another region, peoplewill not likely be worried about undertak-ing preventive behaviors if they keep afew chickens in the backyard and arehundreds of kilometers away from thereported outbreak.We put together aprimer, Handout #10, that provides somehelpful advice on how to cover riskresponsibly.

Participant States Out Loud: 7. Protect yourself.

Trainer States Out Loud: Thank you. As part of reporting on avianinfluenza, you will want to take precau-tions – as we did during our farm visitsyesterday – to ensure that you do notbecome ill or transmit disease unknowing-ly.This means washing your hands afterbeing in contact with any farm equipmentor animals, washing off shoes and clothingafter visiting a farm, and wearing gloves ora mask if you are in direct contact withpoultry. In this way, you can also send apowerful message to the community thatthey should protect themselves.

Do any of you have any additional point-ers that might be helpful to share withyour colleagues? Or does anyone haveany questions or concerns about any ofour main points?

Note to trainer: Address any question or concern thatis raised, and then move on.

Trainer States Out Loud:If there are no further comments, then wecan go to our lunch break. Please returnto this location in one hour.Thank you.

Note to trainer: Provide workshop attendees withinformation on where lunch can beobtained, and the exact time youexpect them back at their seats. Lunchshould take one hour.

4 OF 4


Materials needed PA system, news articles on avianinfluenza

Time Required1 Hour, 30 minutes (for example 1:00 p.m. – 2:30 p.m.)

Objectives: To apply the lessons learned from theworkshop to develop or critique actualnews reports on avian influenza.

Trainer States Out Loud: So now it is time to use all that you havelearned to analyze or critique, if you will,articles or broadcast news reports thathave already been developed by yourself orby your news organization. I believe that wetold you to bring to this workshop somesamples of news reports, or transcripts orsummaries of news broadcasts, that you oryour organization has issued related toavian influenza.What we’d like you to do istake out the copy of the news report thatyou brought with you – or a summary ofyour broadcast on avian influenza -- andpass it to the person seated closest to youon your left. I will give you 15 minutes toreview the news report and determinewhether it has accurately conveyed infor-mation related to avian influenza, and ifpossible, make some suggestions abouthow to improve it.We will then have eachof you make a few key points about thepositive and the negative aspects of thenews report’s coverage of avian influenza.Our technical experts will be available toanswer any questions you may have alongthe way.

Okay, let’s get started.You have 15 minutesto review and think about your newsreports.

Note to trainer: Obtain copies of news articles or tran-scripts of TV or radio broadcasts on

DAY 2 SESSION 4

NEWS REPORTING AND ANALYSIS EXERCISE

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avian influenza for individuals who didnot bring samples from their newsorganization. Make sure to watch thetime so that article reviews do not lastlonger than 15 minutes. After the 15minutes, ask for volunteers to discusstheir observations of the pros andcons of the article or broadcast sum-mary they reviewed.

Probe for issues such as: accurate infor-mation, good use of quotes fromknowledgeable officials, or incorporat-ing a local angle.

Trainer States Out Loud: Well, it seems like most of you are on theright track with regard to what goes intoa good news report on avian influenza.Some of you mentioned earlier that youhad story ideas you are thinking of pur-suing in the near future. Have any ofthese news articles sparked an idea for afuture story among some of the rest ofyou?

Note to trainer: Look for new volunteers to discusstheir story ideas. It might be helpful tocompile a list of story ideas that can besuggested to the group if none of theparticipants volunteers to discuss theirconcepts.Some of these story ideas mightinclude:

• Concern over government compen-sation of farmers; other economicissues

• Avian influenza plans being devel-oped by the governments in thecountry or region

• The effect of biosecurity measureson families (women, children)

• Plans to prepare for possible humantransmission of avian influenza in thefuture; preparedness drills to ensurethat public hospitals, clinics and nurs-ing homes are ready for widespreadoutbreaks affecting humans.

• Poultry vaccination in commercialfarms (Sectors 1 and 2) and how itis (or is not) working

• Poultry slaughtering practices andconcerns about precautions beingtaken by individuals involved inculling

• Difficulties involved in keeping wildbirds from poultry kept in backyardsor farms

• Stigma involved among farmerswhose flocks have been diagnosedwith avian influenza

• Concerns about cats or otherhousehold pets contracting orspreading the virus.

DAY 2 SESSION 4

NEWS REPORTING AND ANALYSIS EXERCISE

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Materials needed PA system, flip charts

Time Required15 minutes (for example, 2:30 p.m. – 2:45 p.m.)

Objectives: To reinforce information and lessons onavian influenza; and to provide an oppor-tunity for participants to ask questions tothe technical experts.

Trainer States Out Loud: Well, we have reached the end of ourworkshop. I would like to call upon ourtechnical experts to come up and tell uswhat they think are the main points thatyou should take away with you after youleave this training.

I would also like to ask you to please com-plete an evaluation form to tell us whatyou thought of this workshop.We wouldreally appreciate it if you would take a fewminutes before you leave to complete this.

Note to Trainer:The technical experts should be told inadvance to prepare a brief summary ofwhat they believe are the most impor-tant messages on avian influenza in thatparticular area, including preventivemeasures, control during outbreak and incase outbreak recurs, and emergencyresponse activities.

Closing Ceremony: Present Certificate, Closing Address bySpecial Guest Speaker

Note to Trainer: Have certificates printed in advance.Provide a box where attendees can puttheir evaluation forms before they leave,and make sure that participants knowthat they are to place them there.Asample Evaluation Form is included onthe following page, which can be tailoredas you see fit, followed by a template fora certificate, which can also be adaptedto your workshop.

DAY 2 SESSION 5

WRAP-UP


AVIAN INFLUENZACOMMUNICATIONS FOR JOURNALISTSWORKSHOP EVALUATION FORM

Please circle the most appro-priate response and explainyour responses.

1. Do you think the workshopsessions were helpful?

q Not helpful q Somewhatq Very helpful

Please explain:

2. Do you think the workshopsessions were clear andunderstandable?

q Not at allq Somewhatq Very

Please explain:______________________________________________________________________________________________________________

3. How effective did you thinkthe trainer was?

q Not effectiveq Averageq Very effective

Please explain:_______________________________________________________________________________

_______________________________

4. Was enough time allocatedfor each of the sessions?

q Not enoughq Enoughq More than enough

Please explain:______________________________________________________________________________________________________________

5. One thing I learned todaywas.....

___________________________________________________________________________________________________________________________________________________________

6. One thing I am still unsureof is.....

___________________________________________________________________________________________________________________________________________________________

7. What suggestions do youhave to improve the work-shop?

______________________________________________________________

CERTIFIC

ATE OF C

OM

PLETION

__________________has attended and com

pleted

MED

IA O

RIENTATIO

N W

ORK

SHO

P

Avian Influenza Program

Date:

______________________ Place:____________________


HANDOUT #1

POWERPOINT PRESENTATION ON AVIAN INFLUENZA

Note to Trainer:Insert hard copy of PowerPoint here if aguest speaker is presenting


HANDOUT #2

NATIONAL STRATEGIC PLAN ON AVIAN INFLUENZA(IN THE COUNTRY WHERE THE WORKSHOP IS BEING PRESENTED)

Note to Trainer:Insert handout here, if available.


HANDOUT #3

FREQUENTLY ASKED QUESTIONS

Avian Influenza in Birds

What is Avian Influenza?The disease commonly referred to as“bird flu” is an animal infection caused bythe H5N1 virus.The virus occurs natu-rally among birds.Wild birds carry thevirus in their intestines, but usually theydo not get sick. But some domesticatedbirds - like chickens, turkeys and ducks -get very sick and can die from the virus.

Which birds carry the virus? Avian influenza can kill domesticatedbirds, including chickens, ducks, geese,and turkeys.Traditionally, wild waterfowland shorebirds have been credited asthe sources for the many strains of avianinfluenza, but rarely fell ill.The currentH5N1 strain has caused mortality in 40species of wild birds, including geese,storks, egrets, herons, and falcons, andsome mammals.

How does it spread? The virus can remain viable in droppingsfor long periods, spreading among birdsand animals through ingestion or inhala-tion of the droppings.Virus can also beexcreted from the eyes, nose and mouthof infected birds.Transmission from flockto flock is usually by humans -- avianinfluenza viruses can be spread bymanure, equipment, vehicles, egg flats,

crates, and people whose clothing orshoes have come in contact with thevirus.

What are the control measuresin birds? The most common practice to containthe spread of the virus is culling of allinfected or exposed birds, proper dis-posal of carcasses and the quarantiningand rigorous disinfection of farms andpoultry markets.Vaccination has alsobeen used but is impractical outsidecommercial settings and the vaccinerequires regular updating.The virus iskilled by heat (56 degrees C for 3 hoursor 60 degrees C for 30 minutes) andcommon disinfectants, such as formalinand iodine compounds.Thorough cook-ing of any poultry meat will destroy thevirus, however, if poultry appears sick oris dead do not prepare it for cooking orconsumption. Dispose of the poultryproperly.

How could avian influenzareach a country?Despite any country's controls, avianinfluenza could be introduced to poultrythrough the migration of wild birds, theimportation of dead chickens, the illegalimportation of live birds or the entry ofan infected person.

Note to Trainer:To get the most up-to-date information,confirm facts from one of the followingsources:• US Agency for International

Development, www.usaid.gov• World Health Organization,

www.who.int• UN Food and Agriculture

Organization, www.fao.org; or the • U.S. Centers for Disease Control and

Prevention, www.cdc.gov

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What should I do if I think myflock is infected with avian influenza? Call the relevant authorities immediately.Because the signs of avian influenza areso variable, it is important to get thehelp of an expert for diagnosis. Keepchildren and pregnant women awayfrom the birds. If you are instructed tohandle or dispose of a dead or infectedbird, you should wear protective equip-ment and clothes (including gloves) andplace the dead birds into a bag. Deadbirds should not be disposed of in ariver or a pond, or left in the yard.Protective clothing or equipment shouldbe kept away from other people andthoroughly disinfected after use.

Avian Influenza inPeople

Are people at risk for avianinfluenza?To date, most human cases have beenlimited to people who have had contactwith infected poultry or contaminatedsurfaces. Many of these human caseshave occurred in rural or suburban areaswhere households keep small poultryflocks.

What can people do to reducethe risk of getting avianinfluenza? There are several key behaviors peoplewho come in close contact with poultrycan adopt to reduce the risk of con-tracting the virus.These include protect-ing their healthy flocks from the intro-duction of new poultry by quarantiningnew poultry for 14 days; separatingducks from chickens; keeping poultry in aclosed building, cleaning up yards andcoops daily to remove droppings; wash-ing their hands with soap before andafter handling birds; and cleaning off theirshoes before entering their homes.

If possible, children and pregnant womenshould be kept away from poultry andpoultry parts, and should not handleeggs.

If poultry appears sick, people shouldnot touch it or handle it, but rather callthe local authorities. (Keep in mind thatducks often do not show symptoms ofthe virus.) If people must handle a deadbird, they should wear protective equip-ment and clothes (including gloves) andplace the dead birds into a bag. Deadbirds should not be disposed of in ariver or a pond, or left in the yard.

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HANDOUT #3



Why is there so much concernabout this virus? Although the current outbreaks havebeen happening since mid-2003, begin-ning in Asia and spreading around theworld, this is the first time that so manycountries been affected at the sametime by this virus.The animal and humanhealth experts' concern is that the virusis crossing the species barrier and isinfecting humans. Scientists are closelymonitoring the virus to see if it willmutate, making it easier to spread fromhuman to human.

What is the difference betweenregular, seasonal flu and avianinfluenza? These are different viruses.The differ-ence that makes the most distinction tothe layman is that that avian influenza istransmitted from birds to birds and birdsto humans, but at this point not humanto human.That is one of the reasons it isbeing watched so carefully to see if thevirus changes - or mutates - and can betransmitted from human to human.Unlike normal seasonal influenza, whereinfection causes mild respiratory symp-toms in most people, H5N1 has beenfound to cause more severe symptomsand leads to faster deterioration in con-dition. In the present outbreak, many ofthose infected with the virus have died,and many cases have occurred in

previously healthy children and youngadults.

Can we treat avian influenza? There is some evidence that recentH5N1 viruses are susceptible to a classof antiviral drugs called neuraminidaseinhibitors -- oseltamivir (also known asTamiflu) and zanimivir (also known asRelenza). H5N1 appears to be resistantto the alternative M2 inhibitors -- aman-tadine and rimantadine. Most expertsagree that neuraminidase inhibitors willbe vital in controlling a future pandemic.However, flu viruses can become resist-ant to drugs.

Is there an avian influenza vac-cine for people?Not yet. There are several potential vac-cines for protecting humans from infec-tion with bird flu, at various stages oftesting.Whether they would be suitablefor use against a new pandemic flu straindepends on how much that strain mayhave mutated from the original H5N1virus strain. In addition, due to produc-tion issues, it is not likely that an effectivevaccine would be widely available untilseveral months after the start of a pan-demic.

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HANDOUT #3



Will a regular flu shot protectagainst avian influenza? No. The annual flu vaccination will notprovide protection against avian influen-za. Current vaccines protect only againstcirculating human strains.

What are the symptoms ofavian influenza in people? The symptoms are similar to those ofother forms of influenza, including fever,sore throat, cough, headache and muscleaches and pains. These symptoms mayvary in severity.

What should I do if I think Ihave avian influenza? Keep in mind that people get respiratoryinfections quite regularly, and that thechances that your symptoms are fromavian influenza are extremely low. If youhave recently returned from Asia (oranother area where avian influenza inhumans has been reported) and you areexperiencing any of the symptoms out-lined above, you should seek medicaladvice and tell your health care providerof your recent travel and activities,including any visits to farms or marketsin Asia.

I'm traveling to a region whereavian influenza has beenreported. What should I do toprotect myself from the virus?

Although the risk of infection to travel-ers to areas affected by avian influenza iscurrently considered low, people canreduce their risk of infection by avoidingsituations where they may have contactwith farms and live bird markets, and byensuring that all uncooked poultry andeggs are handled hygienically with carefulattention to hand washing after handling.Proper cooking destroys the virus inpoultry and eggs.You can also discussthe risk of avian influenza with yourhealth care provider as part of your rou-tine pre-travel health checks.

Travelers who stay in an avian-influenzaaffected area for extended periodsshould consider, as a precautionarymeasure, having access to influenzaantiviral medicine for treatment.This isbecause long-term residents are atgreater risk of exposure to avian influen-za over time and, in the event of a morewidespread outbreak amongst humans,there may be difficulties encountered inaccessing appropriate medicines.Medical advice should be sought beforeantiviral medicines are used, however.

Is it safe to buy and eat chicken?Yes, as long as import controls are strict-ly enforced. In countries where avianinfluenza has been reported, poultry andpoultry products should be properly

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cooked and handled during food prepa-ration. Normal temperatures used forcooking (70 degrees C for at least 30minutes) will kill the virus. Consumersneed to be sure that all parts of thepoultry are fully cooked (no “pink”parts) and that eggs are also properlycooked (no “runny” yolks).

Pandemic Risk

What are the chances thatavian influenza could cause ahuman pandemic? Not likely. There are several critical stepsthat must occur before a human pan-demic can happen.These include: a newinfluenza virus subtype emerges; it infectshumans, causing serious illness; and itspreads easily and sustainably amonghumans.The H5N1 virus has met thefirst two criteria, but it has not yet effi-ciently and sustainably infected humans.The risk that the H5N1 virus willacquire this ability remains as long asthere are opportunities for human infec-tion; however, control measures that arebeing undertaken worldwide continueto minimize these risks.

Can a pandemic be averted? Yes.That is why so much attention bygovernments and the health profession-als is being placed on how to preventand control the virus.The first priority isto reduce opportunities for humanexposure to infected or potentially-infected poultry. Computer modeling hassuggested that a human pandemic couldbe stopped or slowed with concertedaction such as washing your hands withsoap and water before and after han-dling poultry, separating ducks and chick-ens, keeping poultry fenced or pennedin, and keeping new poultry separatedfrom existing flocks for 14 days.

This is a compilation of information fromsources including U.S. Department of Healthand Human Services' Centers for DiseaseControl and Prevention;World HealthOrganization; and writers for the Telegraph andSouth China Morning Post. For further informa-tion go to: www.fao.org and www.cdc.gov

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Avian Influenza (BirdFlu)

Avian influenza in birdsAvian influenza is an infection caused byavian (bird) influenza (flu) viruses.Theseinfluenza viruses occur naturally amongbirds.Wild birds worldwide carry theviruses in their intestines, but usually donot get sick from them. However, avianinfluenza is very contagious among birdsand can make some domesticated birds,including chickens, ducks, and turkeys,very sick and kill them.

Infected birds shed influenza virus intheir saliva, nasal secretions, and feces.Susceptible birds become infected whenthey have contact with contaminatedsecretions or excretions or with surfacesthat are contaminated with secretions orexcretions from infected birds.Domesticated birds may become infect-ed with avian influenza virus throughdirect contact with infected waterfowl orother infected poultry, or through con-tact with surfaces (such as dirt or cages)or materials (such as water or feed) thathave been contaminated with the virus.

Infection with avian influenza viruses indomestic poultry causes two main formsof disease that are distinguished by lowand high extremes of virulence.The “low

pathogenic” form may go undetectedand usually causes only mild symptoms(such as ruffled feathers and a drop inegg production). However, the highlypathogenic form spreads more rapidlythrough flocks of poultry.This form maycause disease that affects multiple internalorgans and has a mortality rate that canreach 90-100% often within 48 hours.

Human infection with avianinfluenza virusesThere are many different subtypes oftype A influenza viruses.These subtypesdiffer because of changes in certain pro-teins on the surface of the influenza Avirus (hemagglutinin [HA] and neu-raminidase [NA] proteins).There are 16known HA subtypes and 9 known NAsubtypes of influenza A viruses. Many dif-ferent combinations of HA and NA pro-teins are possible. Each combination rep-resents a different subtype.All knownsubtypes of influenza A viruses can befound in birds.

Usually,“avian influenza virus” refers toinfluenza A viruses found chiefly in birds,but infections with these viruses canoccur in humans.The risk from avianinfluenza is generally low to most peo-ple, because the viruses do not usuallyinfect humans. However, confirmed casesof human infection from several sub-types of avian influenza infection have

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KEY FACTS ABOUT AVIAN INFLUENZA (BIRD FLU)AND AVIAN INFLUENZA A (H5N1)VIRUS

Note to Trainer: The most recent version of this FactSheet can be found on the CDC web-site at: http://www.cdc.gov/flu/avian/gen-info/facts.htm

This fact sheet provides general infor-mation about avian influenza (bird flu)and information about one type of birdflu, called avian influenza A (H5N1),which has caused infections in birds inAsia and Europe and in humans in Asia.

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been reported since 1997. Most cases ofavian influenza infection in humans haveresulted from contact with infectedpoultry (e.g., domesticated chicken,ducks, and turkeys) or surfaces contami-nated with secretion/excretions frominfected birds.The spread of avianinfluenza viruses from one ill person toanother has been reported very rarely,and transmission has not been observedto continue beyond one person.

“Human influenza virus” usually refers tothose subtypes that spread widelyamong humans.There are only threeknown A subtypes of influenza viruses(H1N1, H1N2, and H3N2) currently cir-culating among humans. It is likely thatsome genetic parts of current humaninfluenza A viruses came from birds orig-inally. Influenza A viruses are constantlychanging, and they might adapt overtime to infect and spread amonghumans.

During an outbreak of avian influenzaamong poultry, there is a possible risk topeople who have contact with infectedbirds or surfaces that have been con-taminated with secretions or excretionsfrom infected birds.

Symptoms of avian influenza in humanshave ranged from typical human influen-za-like symptoms (e.g., fever, cough, sore

throat, and muscle aches) to eye infec-tions, pneumonia, severe respiratory dis-eases (such as acute respiratory dis-tress), and other severe and life-threat-ening complications.The symptoms ofavian influenza may depend on whichvirus caused the infection.

Studies done in laboratories suggest thatsome of the prescription medicinesapproved in the United States forhuman influenza viruses should work intreating avian influenza infection inhumans. However, influenza viruses canbecome resistant to these drugs, sothese medications may not always work.Additional studies are needed todemonstrate the effectiveness of thesemedicines.

Avian Influenza A (H5N1)Influenza A (H5N1) virus - also called“H5N1 virus” - is an influenza A virussubtype that occurs mainly in birds, ishighly contagious among birds, and canbe deadly to them. H5N1 virus does notusually infect people, but infections withthese viruses have occurred in humans.Most of these cases have resulted frompeople having direct or close contactwith H5N1-infected poultry or H5N1-contaminated surfaces.

Human health risks during theH5N1 outbreak

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Of the few avian influenza viruses thathave crossed the species barrier toinfect humans, H5N1 has caused thelargest number of detected cases ofsevere disease and death in humans. Inthe current outbreaks in Asia andEurope more than half of those infectedwith the virus have died. Most caseshave occurred in previously healthy chil-dren and young adults. However, it ispossible that the only cases currentlybeing reported are those in the mostseverely ill people, and that the full rangeof illness caused by the H5N1 virus hasnot yet been defined. For the most cur-rent information about avian influenzaand cumulative case numbers, see theWorld Health Organization (WHO)avian influenza website.

So far, the spread of H5N1 virus fromperson to person has been limited andhas not continued beyond one person.Nonetheless, because all influenza virus-es have the ability to change, scientistsare concerned that H5N1 virus one daycould be able to infect humans andspread easily from one person to anoth-er. Because these viruses do not com-monly infect humans, there is little or noimmune protection against them in thehuman population. If H5N1 virus wereto gain the capacity to spread easilyfrom person to person, an influenza pan-demic (worldwide outbreak of disease)

could begin.No one can predict when a pandemicmight occur. However, experts fromaround the world are watching theH5N1 situation in Asia and Europe veryclosely and are preparing for the possi-bility that the virus may begin to spreadmore easily and widely from person toperson.

Treatment and vaccination forH5N1 virus in humansThe H5N1 virus that has caused humanillness and death in Asia is resistant toamantadine and rimantadine, two antivi-ral medications commonly used forinfluenza.Two other antiviral medications,oseltamivir and zanamavir, would proba-bly work to treat influenza caused byH5N1 virus, but additional studies stillneed to be done to demonstrate theireffectiveness.

There currently is no commercially avail-able vaccine to protect humans againstH5N1 virus that is being seen in Asiaand Europe. However, vaccine develop-ment efforts are taking place. Researchstudies to test a vaccine to protecthumans against H5N1 virus began inApril 2005, and a series of clinical trials isunder way. For more information aboutH5N1 vaccine development process,visit the U.S. National Institutes of Healthwebsite (www.nih.gov).

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As of 5 April 2006

• Afghanistan • Albania• Austria • Azerbaijan • Bosnia and Herzegovina • Bulgaria • Burkina Faso • Cambodia • Cameroon • China• Croatia • Czech Republic • Denmark • Egypt• France• Georgia • Germany• Greece • Hong Kong • Hungary • Kazakhstan• India• Indonesia • Iraq • Iran • Israel

• Italy • Japan • Jordan • Kazakhstan • Korea • Laos • Malaysia • Mongolia • Myanmar • Niger • Nigeria • Pakistan • Philippines • Poland • Romania • Russia • Serbia and Montenegro • Slovakia • Slovenia • Sweden • Switzerland • Thailand • Turkey • Ukraine • Vietnam

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UPDATED LIST OF COUNTRIES AFFECTEDBY AVIAN INFLUENZA (H5N1)

Note to Trainer: This list is updated regularly on theOIE website. Be sure that you havethe most update list for your presenta-tion by going to www.oie.int


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PREVENTION AND CONTROL OF BIRD-TO-HUMAN TRANSMISSION

It is very difficult for humansto get avian flu, but if youhave signs of a serious respi-ratory illness, get care.

Avoid close contact withbirds.

Take precautions if you unin-tentionally come into contactwith poultry or poultry fecesin an affected area.

Following are key message points on prevention and control ofbird-to-human transmission of avian influenza. Even though all themessage points are important and helpful in preventing and controlling avianinfluenza, specific aspects of topics will be more important in different local con-texts and there will be times when specific information is particularly important.Users should select the message points that are most appropriate for local condi-tions and outbreak phase (pre-outbreak, outbreak, and post-outbreak) and trans-form them into suitable messages, using local expressions and language.

• If you become sick with a high fever after contact with dead or sick birds, seekimmediate treatment.

• If you suspect that someone has avian influenza, take them to a health careprovider immediately.

• Do not touch dead or sick birds with bare hands; use gloves.• If poultry have to be kept indoors (for example, during winter in cold

climates), keep them in a specific area away from where the family sleeps and eats.

• Do not let poultry into your house.• If possible, do not let children collect eggs and keep them away from birds –

including pet birds if they are not kept indoors all the time.• Do not let children help with slaughtering or preparing poultry or wild birds.

• Wash your hands well with soap and water (or ash if soap is not available)after each contact with wild birds or domestic poultry or bird feces.

• Remove your shoes outside the house and clean them of all dirt.• If you develop a high temperature, visit a doctor or go to the nearest health

care facility immediately.

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• The greatest risk of exposure to avian influenza is through the slaughter andhandling of infected poultry. Remember that not all infected birds show signsof illness, so be careful when slaughtering any poultry.

• Good hygiene practices are essential during slaughter and post-slaughter han-dling to prevent exposure via raw poultry meat or cross contamination frompoultry to other foods, food preparation surfaces or equipment.

• Keep raw meat, poultry, fish, and their juices away from other foods.• After cutting raw meats, wash hands, cutting board, knife and counter tops with

hot soapy water, and use bleach if available.• Ensure that poultry meat and eggs are thoroughly cooked.• Do not eat eggs or blood unless they are thoroughly cooked. Do not eat

runny eggs or meat that is pink.To be safe, egg whites and yellow must besolid. Raw eggs should not be used in foods that will not be cooked.

• Eggs can contain avian influenza virus both on the outside (shell) and the inside(whites and yolk), so it is important to wash hands after handling eggs and tocook eggs thoroughly.

• The avian influenza virus is not killed by freezing or refrigeration, but cooking(temperatures at or above 70°C in all parts of a food item) will kill the avianinfluenza virus.

• Wash hands with soap and water (or if soap is not available, with ash) beforeand after handling food.

• Use masks and gloves when handling poultry or other birds.• If practical, change your clothing once you arrive at the workplace, especially if

you have poultry in your backyard or come in contact with poultry on yourway to work.

• When visiting a farm or entering a yard where poultry is kept, wash handswith soap and water (or ash if soap is not available) and after you leave.

• Brush and disinfect clothing, shoes/sandals, and the wheels of bikes/motorcy-cles/etc. after leaving the area, especially before going indoors.

Take precautions in preparingand consuming poultry meat and eggs.

Practice overall good hygiene.

Take precautions if you arevisiting farms or other areaswhere poultry are kept.

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• Because of the high risk of exposure during the culling process, cullers shouldwear proper personal protective equipment such as protective clothing, masks,goggles, boots and gloves.

• Cullers should follow a decontamination procedure when taking off their pro-tective equipment.

• Workers involved in mass culling operations, transportation and burial/incinera-tion of carcasses should be vaccinated with the current human influenza vac-cine (to avoid co-infection with avian and human strains of influenza).

• Individuals exposed to infected poultry or farms should be monitored closelyby local health authorities.

• Thoroughly clean and disinfect equipment and vehicles (including tires andundercarriage) entering and leaving each farm

• Make sure all equipment used to cull birds is disposed of properly, or disinfec-ted and stored away from other equipment and where children cannot get it.

Workers involved in culling operations should protect themselves.

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KEY BEHAVIORS TO REDUCE THE RISK OF CONTRACTING THE VIRUS:WORKING WITH POULTRY

Key behaviors include:

• Protecting their healthy flocks fromthe introduction of new poultry byquarantining new poultry for 14days;

• Separating ducks from chickens;• Keeping poultry in a closed building,

cleaning up yards and coops daily toremove droppings;

• Washing their hands with soapbefore and after handling birds andeggs; and

• Cleaning off their shoes beforeentering their homes.


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INTERVIEW AND OBSERVATION SHEET

On these visits to poultry farms you’ll have the opportunity tointerview poultry owners. You should plan on finding out thefollowing:

• Owners’ knowledge on avian influenza__________________________________________________________________________________________________________________________________________________________________________________________

• Owners’ attitude and practices in poultry handling and farming__________________________________________________________________________________________________________________________________________________________________________________________

You’ll also be doing a lot of observation on the chicken/poultryfarm. Try to observe:

• The movements of people handling of chickens around the farm__________________________________________________________________________________________________________________________________________________________________________________________

• The general situation where chickens/ducks are raised. For instance:- Movements of chickens (roaming? Or cooped?)- Whether hygiene is maintained (no sign of droppings or feces)- Placement of other animals on the farm (no nearby pigs or other animals)__________________________________________________________________________________________________________________________________________________________________________________________

What other details do you observe?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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INTERNET RESOURCES FOR COVERING AVIAN INFLUENZA

World Health Organizationhttp://www.who.int/csr/disease/avian_influenza/en/Situation updates, reports of confirmedcases, fact sheet.

World Organization for Animal Healthhttp://www.oie.int/eng/AVIAN_INFLUENZA/home.htmSummary of regulations and surveillance of animal diseases.

Pan American HealthOrganizationhttp://www.paho.org/English/ad/dpc/cd/flu-avi.htmAvian influenza resources.

Reuters AlertNethttp://www.alertnet.org/thefacts/reliefresources/sections/BIRDFLU.htmNews about avian influenza, updated frequently.

Sars.comhttp://www.sars.com.sg/birdflu/bfindex.phpClearinghouse with searchable database of avian influenza news stories.

Science and DevelopmentNetworkhttp://www.scidev.net/ms/bird_flu/Q and A, news, resources and glossaryof terms.

U.S. Agency for InternationalDevelopmenthttp://www.usaid.govInformation on international responseto avian influenza.

Pandemic Fluhttp://www.pandemicflu.gov/The official U.S. government web sitefrom HHS, with planning, response,travel and other information.

U.S. Centers for DiseaseControl and Preventionhttp://www.cdc.gov/flu/avian/Background on infection, transmission,vaccines and more.

National Institutes of Healthhttp://www.nlm.nih.gov/medlineplus/birdflu.htmlNews updates plus background infor-mation.

United States Department of Agriculturehttp://www.usda.govInformation on animal-related controlof avian influenza.

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INTERNET RESOURCES FOR COVERING AVIAN INFLUENZA

Center for Infectious DiseaseResearch and Policyhttp://www.cidrap.umn.edu/cidrap/content/influenza/avianflu/index.htmlNews links and background from theUniversity of Minnesota.

Mayo Clinichttp://www.mayoclinic.com/invoke.cfm?id=DS00566Summary overview, risk factors, andmore.

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GUIDELINES FOR REPORTING ON RISK

Reporting on risk from avian influenza(or any other health or environmentalrisk) can be very difficult. The followingtips have been compiled to assist youin maintaining a balance between con-veying too much risk or too-little risk.

Recognize the emotions. It isimportant to understand how peopleperceive risk. People tend to be moreafraid of risks that kill a lot of us, all atonce in one place, than risks that kill ushere and there, over time. Journalistsshould consider psychology of risk intheir reporting by:• Describing what people can do to

reduce their risk of exposure.• Reviewing measures that experts do

not recommend for most people,and tell why.

• Explaining what government andmedical authorities are doing toreduce the risk.

• Reporting on the frequent discon-nect between facts and fears to givepeople perspective.

Examine the risk. People needinformation that will help them assessthe risk they could face in their dailylives. Provide the facts that will helpthem put risk in context by:• Reporting what you can about the

likelihood of exposure in your com-munity.

• Describing how many people thisaffects, out of how large a popula-tion, and how they are affected.

• Being clear about where avianinfluenza has been found, and howmany animals it has affected.

If possible, avoid risk comparisons. Ifyou must use risk comparisons, com-pare similar risks, or compare risks withalternatives.

Consider what is unknown.Avoid the appearance of certaintywhere none exists. Clarify whetheryou are reporting exact numbers orestimates, and the confidence level ofthose estimates. Tell what you don't orcan't know as well as what you doknow.

Keep in mind the levels ofpublic “outrage.” Emotionalresponses to risk news (or “outrage”)play a bigger role in public reactionthan the scientific information.Whenpeople become outraged, they mayoverreact. Conversely, if people are notoutraged, they may under-react.Outrage factors are those componentsof a risk situation that cause fear, anger,defensiveness, or frustration. Peopleoften become outraged if the risk isperceived to be involuntary. Whenpreventing risk is in someone else's

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Excerpted from Risk Communication Basics,Martha L.Walter, Michael A. Kamrin andDelores J. Katz, A Journalist's Handbook onEnvironmental Risk Assessment, February2000.


hands (government or industry), citi-zens feel helpless to change the situa-tion. If the citizen can prevent orreduce the risk, the risk is moreacceptable. People also becomeuneasy when scientists are not certainabout the risk posed by a hazard, suchas its exact effect, severity, or preva-lence. This is often the case with avianinfluenza.

Accept the public’s emotions.Communications experts urge thoseinvolved in communicating risk -- offi-cials and reporters -- to accept thereality and validity of the public's emo-tions, and to seek ways of communicat-ing that take these emotions intoaccount.

Help the audience controlrisk. Reporters can provide informa-tion that helps their audience under-stand and control the risk. Followingare some ways that reporters (andofficials) can address the psychologicalfactors influencing citizen response tohazards.The point, of course, is not todiminish legitimate concerns, or height-en illegitimate ones, but to encourageconstructive action.

1. Describe what individuals can do toreduce their exposure.

2. Describe what industry and govern-ment are/are not doing to reducethe risk.

3. Describe the alternatives and theirrisks. Describe what people can doto get involved in the decision-mak-ing process, if anything.

4. Provide information that will helpthe audience to evaluate the risk.

Consider whether avianinfluenza is a chronic (long-term, endemic) risk in yourarea. Increased media coverage ofchronic risks may help people tounderstand their magnitude and takecorrective action. Risk communicationexperts assert that people's tendencyto overestimate sudden, imposed riskand underestimate chronic or lifestyle-imposed risks is reinforced by generallymore extensive media coverage ofaccidents and disasters than of chronicsituations. Thus, reporters should bepersistent in their coverage of thechronic risks.

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GUIDELINES FOR REPORTING ON RISK

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Antibiotics Antibiotics are medicines designed tokill bacteria and to treat and preventbacterial diseases and infections.Antibiotics are not used to prevent ortreat influenza (which is a virus, not abacteria) but may be used to treatbacterial infections that may occur ascomplications of influenza infection.

AntibodyA protein produced by B cells in thebody in response to the presence ofan antigen, for example, a bacterium orvirus. Antibodies are a primary form ofimmune response in resistance to dis-ease and act by attaching themselvesto a foreign antigen and weakening ordestroying it.

AntigenThe substance that stimulates the pro-duction of an antibody.

Antigenic shiftWhen influenza A viruses, includingsubtypes from different species, canswap or refit genetic materials andmerge, which results in another sub-type different from both parent viruses.

AntiviralsAntivirals are drugs that kill or preventthe growth of viruses, including influen-za.Tamiflu is an example of an antiviraldrug used to treat influenza.

Avian Influenza Avian influenza, also known as avian fluor “bird flu,” is an infection caused bythe avian influenza viruses.These fluviruses occur naturally among birds.Wild birds worldwide commonly carrythe viruses in their intestines or respi-ratory tracts but usually do not get sickfrom them. However, bird flu can becontagious among birds and can makesome domesticated birds includingchickens, ducks, and turkeys – very sickand kill them.The risk to humans ofavian flu is generally low to becausethe viruses occur mainly among birdsand do not easily infect humans.However, during an outbreak of avianflu among poultry, there is a possiblerisk to people who have contact withinfected birds or surfaces that havebeen contaminated with excretionsfrom infected birds that carry the virus.

ContagiousCapable of transmitting disease;affected by or carrying a disease thatcan be transmitted by direct or indirectcontact.

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AVIAN INFLUENZA GLOSSARY

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Definitions and explanations of commonlyused words and terms related to avianinfluenza.


DisinfectionClean something to destroy disease-carrying microorganisms and preventinfection.

EndemicA condition that is present in a com-munity at all times but in relatively lowfrequency. Something that is endemic istypically restricted to a locality orregion.

Epidemic An epidemic is when a disease orinfection spreads quickly at one timewithin a population or area. Epidemicand outbreak are often used synony-mously.

EpidemiologyThe scientific and medical study of thecauses and transmission of diseasewithin a population.

H5N1The H5N1 virus is one of 16 differentknown subtypes of avian flu (bird flu)viruses. Some H5N1 viruses are highlypathogenic, meaning they can causesevere disease and death in humans.H5N1 viruses have been found in birdsaround the world. As the spread ofH5N1 infection among birds increases,so does the opportunity for H5N1 tobe transmitted directly from birds tohumans. Recently, human H5N1 infec-tion has been confirmed in only a fewcases.

MigratoryMoving as part of a bird, fish, or otheranimal population from one region toanother every year, usually at specifictimes in order to breed or avoidunsuitable weather conditions.

MutationA change in the genetic structure ofthe influenza virus that has the poten-tial to improve the virus’ ability to sur-vive despite treatments, or to spreadto different types of organisms. Forexample, health officials fear that amutation in the H5N1 virus mayenable it to spread easily from humanto human and potentially cause a pan-demic. Mutations can be caused bymany factors.

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OutbreakAn outbreak is the confirmed presenceof disease in at least one individual in adefined location and during a specifiedperiod of time. Outbreak is often usedsynonymously with epidemic.

Pandemic A pandemic is an epidemic that quicklyspreads throughout the world. It dif-fers from an epidemic because itinfects far greater numbers of people,and could take a much longer time torun its course - perhaps months oreven years.

Pandemic Influenza Pandemic influenza occurs when a newstrain of influenza virus emerges,spreading around the world and infect-ing many people at once. An influenzavirus capable of causing a pandemic isone that people have no natural immu-nity to, can easily spread from personto person, and is capable of causingsevere disease.

QuarantineEnforced isolation of people or animalsthat may have been exposed to a con-tagious or infectious disease.

RelenzaRelenza is an antiviral medicine to treatinfection caused by influenza virus. Itdoes not prevent you from getting theflu.These medications attack theinfluenza virus and prevent it fromspreading inside your body. Relenza isused to treat seasonal or annual fluviruses.

Seasonal Flu“Seasonal flu” is a contagious respirato-ry illness caused by influenza viruses. Itis commonly known as “the flu” or that“bug” that brings aches, pains, coughing,and fever to millions of people aroundthe world every winter.

SARSSevere acute respiratory syndrome. Asevere form of pneumonia whichappeared in outbreaks in 2003.

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Tamiflu®

Tamiflu is an antiviral medicine to treatinfection caused by influenza virus.Tamiflu does not prevent you fromgetting the flu.These medications attackthe influenza virus and prevent it fromspreading inside your body.Tamiflu isused to treat seasonal or annual fluviruses. Studies suggest that Tamiflucould work in preventing and treatingavian flu infection in humans.Tamiflu isthe commercial name for oseltavimir.

TransmissionThe act or process of transmittingsomething such as a disease.

VaccineA vaccine is a medication intended toprevent infection.Trivalent influenzavaccine and FluMist are examples ofvaccines used to prevent infection bythe seasonal influenza virus.Trivalentinfluenza vaccine is a vaccine againstannual or seasonal influenza that con-tains three inactivated (or “killed”) fluviruses that protect against three differ-ent strains of influenza virus.The effec-tiveness of the trivalent vaccinedepends upon the “match” betweenstrains of influenza that are circulatingand the viruses in the vaccine.

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AVIAN INFLUENZA: MEDIA ORIENTATION TRAINING NOTES

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