Phase 3: Reaching At-risk Populations
In an emergency, messages must not only inform and educate, but they must also mobilize people to follow public health directives. People are reached by using the languages they speak in dissemination methods such as television, radio, newspaper, bill inserts, or fliers. Messages are also spread by word-of-mouth (often the most effective communication method) and through social and community networks. For people to act, they must understand the message, believe the messenger is credible and trustworthy, and have the capacity to respond.
By now you have developed a COIN that has extensive knowledge about the needs of various at-risk populations in your community. The organizations in your COIN can provide a direct, trusted link to the populations they serve. The challenge is to incorporate their skills, knowledge, and communication strategies into your plans to reach at-risk populations. This integration will provide a more inclusive response in public health emergencies.
A Case Study in North Dakota
The objective of a study in North Dakota was to develop communication strategies to reach special populations in the state before, during, and after a crisis. Investigators used telephone interviews and telephone focus groups with organizations that represent special populations. Areas of inquiry included attitudes and concerns about crises, sources of information used and those identified as most credible, methods to reach people during a crisis event, and awareness of and attitudes about the agencies and organizations that affect risk communications. Telephone focus groups are a cost-effective way of canvassing the views of professionals who provide services to and interact regularly with special populations.
McGough, M., Frank, L.L., Tipton, S., Tinker, T., & Vaughan, E. (2005). Communicating the Risks of Bioterrorism and Other Emergencies in a Diverse Society: A Case Study of Special Populations in North Dakota. Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science, 3 (5).
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