Communicating Risk with Parents:

What language are you speaking?

Clare DallatDirector of Programs and Risk Management

The Outdoor Education Group

Aims of Presentation

• Define what we mean by ‘Risk Communication’;

• Explore why effective risk communication is of central importance to our overall risk management strategies;

• Look at how people form their perceptions of risk and the implications for us as communicators;

• Use the recent research findings to assist us in our risk communications with parents.

The Research• Seven Government schools and OE coordinators

participated;

• Mixture of regional and metropolitan schools;

• Interviews and documentary research;

• Investigated the methods currently being used to communicate risk to parents and the rationale behind these methods;

• Evaluated these methods in the context of current theoretical thinking in risk communication.

Overview of Major Findings• Parents almost never asked questions of coordinators

regarding risk – communication was mostly one-way;• Coordinators generally doubted the ability of parents

to really understand what their child would be doing and the foreseeable risks involved;

• Risk Communication was largely the same for all types of programs at one school (e.g. VCE, DoE etc.);

• The risk communication did not match the coordinators own perception of foreseeable risks (e.g. tree fall, slips and trips);

• Information sent to parents was largely logistical and in one format (cost, times, compulsory nature).

The World We Live In• Significant media attention

in wake of serious incidents (better technology);

• Society of “blamism”;

• Increasing disengagement from the ‘bush’;

• Increasing attention from regulatory authorities (e.g. Worksafe, Section 23 of the OH&S Act;

• “Risk Society” and Public “Outrage”.

The first question..

• It is likely that in the event of a serious or critical incident, the first question a parent will ask will be “Why?”

• Does your school or organisation truly enable them to answer that question?

The Court of Public Opinion

“As a mother of 2 young children this tragedy has made me step back and consider school opportunities my children will take part in. No, I cannot "wrap" my children up in "cotton wool", but at the same time, I want my children to return to me after any school excursion safe and unharmed.

(NZ Herald 23/4/08).

The Convert’s Opinion

“If you eliminate the risk, in outdoor adventure, there is no adventure. As a teacher, I am appalled at how weak our young men have become, couch potatoes, demanding consumers, with very little initiative, or curiosity. Our boys need to toughen up, and tramping, mountaineering and the like are a great way for this to happen” (NZ Herald 22/4/08).

Informed Consent

“Parents/guardians asked to sign consent forms must be given sufficient information about the nature of the proposed activity and the risks involved, and the degree of supervision, in order for them to make an informed decision”

(DEECD, Schools Reference Guide, 2006).

What is Risk Communication?

• “The method by which the public can be informed as to the potential risks and benefits of specific projects and programs”.

(Adler & Kranowitz, 2005: 18-19)

• In the context of Risk Communication, what you think about risk doesn’t matter; it’s what your students’ parents/guardians think that matters.

Risk Perception

• Individuals respond according to their perceptions of risk, and not to an objective risk level or the scientific assessment of risk.

“Statistically speaking, there is a far greater chance of being run over by a motor boat than being eaten by a shark. The reality, though, is that no-one will ever make a movie called “Propeller” (Smith, 2005).

Common Influences on Risk Perception

• Risk vs. Benefit– Perception of equity is vital. Should be evenly weighed in

decisions about risk.

“Society is not only concerned about risk minimisation. People are willing to suffer harm if they feel it is justified or if it serves other goals. At the same time, they may reject even the slightest chance of being hurt if they feel that risk is being imposed on them or violates their attitudes and values. Context matters” (Otway & Von Winterfeldt, 1982:13).

Influences on Risk Perception cont’d.

• Familiar vs. Unfamiliar– Unfamiliar risks are less

acceptable

• Voluntary vs. Involuntary– Imposed risks are less

acceptable

– Smoking vs. nuclear power

• Control vs. Lack of Control– Ability to participate in

decisions

Do parents truly have a choice?

“Parents need to ask questions and put the heat on bossy schools and be prepared to stand firm to protect their precious children. A whole industry has sprung up around school camps for students and yet parents and students have no say. It is school boards and heads who must be held accountable for without their cavalier actions these people would still be alive”.

(NZ Herald 22/4/08).

• Fair vs. Unfair– Risks to the sick, children, poor

"The most sane solution is never to expose young students to possible danger, no matter how. Let grown ups do all the stupid stupid stuff but never children“. (NZ Herald 22/4/08).

• Personal vs. Statistical– Fear of shark attack increases when you go into the

ocean– Fear of falling while climbing

Influences on Risk Perception cont’d.

Influences on Risk Perception cont’d.

• Dread vs. Common

– Plane crash vs. Car crash– Shark attack vs. Accidents at

home

Practical Strategies for Influencing Risk Perception and Improving Risk

Communication• Creating Trust

– Sustainable relationships

• Honesty/ Openness

– Show pictures and display information about your programs in their true light – cold/hot, steep terrain, struggles with backpacks etc.

• Sincerity– Be careful about what risks are compared – e.g. driving vs.

climbing“When I become defensive about my program and depending on how hard they’re (parents) pushing, I might get into discussions about [how] the bus ride up there is probably the most dangerous thing” (Research Participant #3).

• Acknowledge the emotional reality of parents’ fears“I think the broader community often gets on the bandwagon about a particular risk and often over-reacts. I think without asking ourselves if this is a real risk” (Research Participant #4).

Practical Strategies cont’d.

• Communication methods– Use as many mediums as possible (e.g. Websites,

Google Earth, Photographs, Videos)– Give it the appropriate ‘weight’ it deserves

• Listen well– Really invite and provide effective and multiple means

for parents to ask questions

• Competence– Avoid use of technical jargon and other ‘expert’

language

Practical Strategies cont’d.

Practical Strategies cont’d.• Inclusiveness

– Ensure your risk messages are getting across to all parents

• E.g. Do you have non-English speakers?

• Acknowledge uncertainty

– “Safe” programs?

– The “telling them what they want to hear trap”

Questions?

Thanks!

Email: dallatc@oeg.vic.edu.au

Phone:

0428 306 009