{"id":52,"date":"2019-11-05T16:20:27","date_gmt":"2019-11-05T21:20:27","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/?post_type=chapter&#038;p=52"},"modified":"2021-07-02T17:38:15","modified_gmt":"2021-07-02T21:38:15","slug":"2-5-final-thoughts-regarding-message","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/chapter\/2-5-final-thoughts-regarding-message\/","title":{"raw":"2.7 Principles of Message Development","rendered":"2.7 Principles of Message Development"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>To be able to identify and discuss principles that can aid in the development of effective science and risk communication messages.<\/li>\r\n<\/ul>\r\n<img class=\"wp-image-583 aligncenter\" src=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-989x1024.png\" alt=\"\" width=\"150\" height=\"155\" \/>\r\n\r\n<\/div>\r\n<\/div>\r\nThis section of the textbook is largely focused on different theories that can be used to develop science and risk communication messages. Regardless of the theory or theories that you will be using to develop your messages, there are several important principles that you must keep in mind to make sure that those messages are effective.\r\n<h1>Speak in a language your audience understands<\/h1>\r\nRemember that most people's formal science education ends in high school. This does not mean that your audience is stupid, it simply <span style=\"font-size: 18.6667px;font-weight: normal;font-family: 'Times New Roman', Georgia, 'SBL Greek', serif\">means that your job as the communicator is to translate information in a way that is accessible to and engaging for your audience. To do this you must design messages that speak to the head <em>and<\/em> the heart. Regarding the 'head', your message (language, numbers, comparisons, etc.) should be one that your audience can actually understand. Regarding the 'heart', the message should also be one that resonates with the audience. This might mean using colloquialisms, imagery, and cultural references that have personal meaning for the people that you are speaking to.\u00a0<\/span>\r\n<h1>Simplify your message but not its content<\/h1>\r\nIt is essential to parse out the \u2018need to know\u2019 from the \u2018nice to know\u2019. Your core message should contain exactly what your audience requires in order for them to act in manner that is consistent with your communication objectives \u2014 no more and no less. This means that you must be brutal about removing any superfluous information, which can be challenging because, as scientists, we like to provide a lot of background, technical detail, and caveats. However, if this detail is not essential to understanding your core message, you should be wary of including it in any core communication products. That being said, you must still provide content that is specific enough to make sure the message is meaningful. Avoid subjective messages like \u201cYour risk is significant!\u201d or \u201cYour risk is negligible!\u201d Instead, use concrete numbers, comparisons (see below), and other tools to explain your meaning.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Example<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<img style=\"font-size: 16.8px\" src=\"https:\/\/www.samhsa.gov\/sites\/default\/files\/infographics\/fasd-infographic.jpg\" alt=\"Protect your unborn baby. Don\u2019t drink alcohol when you\u2019re pregnant.\" width=\"725\" height=\"561\" \/>\r\n\r\nThis message regarding Fetal Alcohol Spectrum Disorder does a good job of speaking to the head and the heart and in simplifying the message but not the content.\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>Compare (with caution)<\/h1>\r\nPeople often rely upon metaphor and analogy to understand the world around them. For this reason, a good comparison can really help people to understand their risk. You could do this through analogy (e.g., \"Vaccines contain formaldehyde but formaldehyde is naturally occurring in the human body and helps with metabolism. There is approximately 10 times the amount of formaldehyde in a baby\u2019s body at any one time than there is in a vaccine.\") or through comparing to a standard (e.g., \"The level of a pesticide is above or below the standard set by Health Canada.\"). You can also use comparisons among individuals (i.e., a person with certain demographic or lifestyle characteristics is more or less as at risk than one without). However, comparisons can also backfire and generate outrage (as was discussed in the Hazard x Outrage section). For example, if there is disagreement about the standard (e.g., for the pesticide glyphosate, for which the standards are different in the US, Europe, and Canada), if your comparison appears to trivialize the risk (i.e., the risk of birth defect X is approximately equivalent to one piece of toilet paper in a role that stretches from Vancouver to Toronto), or if your audience views the two things you are comparing as completely different (i.e., if exposure to some chemical has the same likelihood of causing death as getting into a car crash, your audience may view any exposure to that chemical as being unacceptable even if they are a regular driver).\r\n<h1>Accurately and meaningfully convey numeric estimates of risk<\/h1>\r\nQuantitative risk messages are particularly difficult to convey because, in general, the level of audience scientific numeracy is even less than the level of scientific literacy. If you are going to present the risk in numbers you must first determine whether you will be present relative or absolute risk. The following figure from <a href=\"http:\/\/www.cmaj.ca\/content\/171\/4\/353.full\">Barratt A et al. CMAJ 2004;171:353-358<\/a> demonstrates the difference between absolute and relative risk using the results of hypothetical placebo-controlled trials of a new drug for acute myocardial infarction.\r\n\r\n<img src=\"https:\/\/www.cmaj.ca\/content\/cmaj\/171\/4\/353\/F4.large.jpg?width=800&amp;height=600&amp;carousel=1\" \/>\r\n\r\nThe <strong>relative risk<\/strong> can be applied across all groups (the relative risk reduction is 25% in both trial 1 and trial 2) while <strong>a<\/strong><strong style=\"font-size: 14pt\">bsolute risk<\/strong><span style=\"font-size: 14pt\"> is a function of the event frequency and will vary across populations. <\/span><span style=\"font-size: 14pt\">When someone tells you statins lower the risk of heart attack by 25% your first thought shouldn\u2019t be \u201cGive me statins now!\u201d, it should be \u201cWhat\u2019s my risk of a heart attack in the first place?\u201d If you\u2019re in a high-risk group like in trial 1, where you have a 40% risk of heart attack, a 25% reduction in relative risk translates into a 10% reduction in absolute risk (and an overall absolute risk of 30%). If you\u2019re in the low-risk group, that 25% reduction in relative risk only lowers the absolute risk of heart attack from 10% to 7.5%. If statins have a side effect that may cause you trouble, this may not be enough of a reduction to pique your interest in the drug.<\/span>\r\n\r\nWhen talking about risk, avoid using the word \u201cchance\u201d and avoid using percentages \u2014 use populations or possible futures and natural frequencies. For example, <span style=\"font-size: 14pt\">\u201cTen out of 100 people like you will experience a heart attack or stroke within ten years without statins, reduced to seven in 100 with statins\u201d \u2014 this is an example of populations, or \u201cOf 100 possible outcomes for you, 10 will involve experiencing a heart attack or stroke in 10 years without statins, which is reduced to seven out of 100 with statins\u201d \u2014 this is an example of possible futures.<\/span>\r\n\r\nWhen using natural frequencies and population figures, be mindful of ratio bias \u2014 big numbers make risk more dramatic, e.g. people that are told they have a ten in 100 chance of developing cancer consider themselves more at risk than people told they have a one in ten chance.\r\n\r\nPositive and negative framing and the order data is presented in are critical too. Imagine patients being told the following:\r\n<ul>\r\n \t<li>Of 100 people having surgery for lung cancer, 10 will die during treatment, 32 will have died by one year, and 66 will have died by five years. Of 100 people having radiation therapy, none will die during treatment, 23 will die by one year, and 78 will die by five years.<\/li>\r\n \t<li>Of 100 people having surgery, 90 will survive treatment, 68 will be alive at one year, and 34 will be alive at five years. Of 100 people having radiation therapy, all will survive treatment, 77 will be alive at one year, and 22 will be alive at five years.<\/li>\r\n<\/ul>\r\nPatients hearing the first \u2014 which is negative in tone \u2014 will fixate on the \u201cnone will die\u201d positive statement and roll with that, even though that treatment ultimately has a worse 5-year survival. Patients hearing the second will likely latch on to the first big positive statement \u201c90 will survive\u201d\r\n<h1>Put people to work<\/h1>\r\n<div class=\"textbox textbox--sidebar textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Example<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThis CDC poster does a good job of presenting numeric risk and giving the audience something to do.\r\n\r\n<img class=\" wp-image-1803 aligncenter\" src=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-217x300.jpg\" alt=\"Information poster from CDC regarding HIV testing.\" width=\"301\" height=\"416\" \/>\r\n\r\n<\/div>\r\n<\/div>\r\nWherever possible, give people something that they can do. Even if they choose not to do it, it will provide a sense of empowerment and an outlet for pent-up frustration and outrage. The caveat to this is that it should be something that is reasonably achievable. For example, don\u2019t make a suggestion that is prohibitively expensive, geographically unachievable, etc. This principle also aligns with our mantra \u2018Where there\u2019s a way, there\u2019s a will\u2019. If you have not yet identified a course of action, you should put some serious thought into whether you should even be communicating about the issue.\r\n<h1>Keep everything consistent<\/h1>\r\n<p style=\"text-align: start\">There are two aspects of consistency: internal consistency and external consistency. Internal consistency means that all aspects of your message (intent, informational content, language, etc.) are consistent with one another, as well as being consistent with your mission. External consistency means that your core message remains the same across time, space, and media platform. In other words, think about internal consistency when you are developing your message and external consistency when you are delivering it.<\/p>\r\n\r\n<h1>Use repetition wisely<\/h1>\r\nThere is an overwhelming body of literature supporting the fact that repetition is critical to help us understand, learn, and remember. Repetition is particularly important where messages are complex, in crisis situations, where messages are conveyed orally (and therefore the audience cannot revisit the message independently), and where the communicator wants to emphasize a specific aspect of the message. However, repetition should not be used as a substitute for a well-developed message. Repetition that is poorly employed can come across as patronizing, incompetent, or obstructive. Most of the barriers that prevent people from listening to or acting on your message will not be addressed by simply repeating the message over and over.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Example<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n\"We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be. We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender.\" \u2013 Winston Churchill\r\n\r\nThe repeated use of 'We shall fight' in this classic speech was effectively used to emphasize the unity and unwavering determination of the entire UK citizenry during WWII.\r\n\r\nConversely,\u00a0 another Brit, the former leader of the Labour party, Ed Milliband, botched this BBC interview by repeating the same statement over and over rather than answering the interviewer's questions.\r\n\r\n&nbsp;\r\n\r\nhttps:\/\/youtu.be\/jlTggc0uBA8\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>Takeaways<\/h1>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThere are several principles that are important for developing efficient and effective science and risk messages. These include:\r\n<ul>\r\n \t<li>Creating messages that your audience understands and that resonate with them.<\/li>\r\n \t<li>Simplifying your message without being vague or overly subjective.<\/li>\r\n \t<li>Use comparisons (e.g., metaphor and analogy) to help your audience understand the message.<\/li>\r\n \t<li>Accurately, clearly, and meaningfully convey numeric estimates of risk.<\/li>\r\n \t<li>Ensure that all aspects of your message are consistent with one another and that it is presented consistently.<\/li>\r\n \t<li>Where possible, provide your audience with ways that they can take action.<\/li>\r\n \t<li>Effectively use repetition to aid in audience understanding and learning.<\/li>\r\n<\/ul>\r\n<img class=\"wp-image-582 aligncenter\" src=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-300x224.png\" alt=\"\" width=\"204\" height=\"152\" \/>\r\n\r\n<\/div>\r\n<\/div>\r\n&nbsp;","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>To be able to identify and discuss principles that can aid in the development of effective science and risk communication messages.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-583 aligncenter\" src=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-989x1024.png\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-989x1024.png 989w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-290x300.png 290w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-768x795.png 768w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-65x67.png 65w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-225x233.png 225w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869-350x362.png 350w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Standing-rat-e1575498393869.png 1401w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/p>\n<\/div>\n<\/div>\n<p>This section of the textbook is largely focused on different theories that can be used to develop science and risk communication messages. Regardless of the theory or theories that you will be using to develop your messages, there are several important principles that you must keep in mind to make sure that those messages are effective.<\/p>\n<h1>Speak in a language your audience understands<\/h1>\n<p>Remember that most people&#8217;s formal science education ends in high school. This does not mean that your audience is stupid, it simply <span style=\"font-size: 18.6667px;font-weight: normal;font-family: 'Times New Roman', Georgia, 'SBL Greek', serif\">means that your job as the communicator is to translate information in a way that is accessible to and engaging for your audience. To do this you must design messages that speak to the head <em>and<\/em> the heart. Regarding the &#8216;head&#8217;, your message (language, numbers, comparisons, etc.) should be one that your audience can actually understand. Regarding the &#8216;heart&#8217;, the message should also be one that resonates with the audience. This might mean using colloquialisms, imagery, and cultural references that have personal meaning for the people that you are speaking to.\u00a0<\/span><\/p>\n<h1>Simplify your message but not its content<\/h1>\n<p>It is essential to parse out the \u2018need to know\u2019 from the \u2018nice to know\u2019. Your core message should contain exactly what your audience requires in order for them to act in manner that is consistent with your communication objectives \u2014 no more and no less. This means that you must be brutal about removing any superfluous information, which can be challenging because, as scientists, we like to provide a lot of background, technical detail, and caveats. However, if this detail is not essential to understanding your core message, you should be wary of including it in any core communication products. That being said, you must still provide content that is specific enough to make sure the message is meaningful. Avoid subjective messages like \u201cYour risk is significant!\u201d or \u201cYour risk is negligible!\u201d Instead, use concrete numbers, comparisons (see below), and other tools to explain your meaning.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Example<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><img loading=\"lazy\" decoding=\"async\" style=\"font-size: 16.8px\" src=\"https:\/\/www.samhsa.gov\/sites\/default\/files\/infographics\/fasd-infographic.jpg\" alt=\"Protect your unborn baby. Don\u2019t drink alcohol when you\u2019re pregnant.\" width=\"725\" height=\"561\" \/><\/p>\n<p>This message regarding Fetal Alcohol Spectrum Disorder does a good job of speaking to the head and the heart and in simplifying the message but not the content.<\/p>\n<\/div>\n<\/div>\n<h1>Compare (with caution)<\/h1>\n<p>People often rely upon metaphor and analogy to understand the world around them. For this reason, a good comparison can really help people to understand their risk. You could do this through analogy (e.g., &#8220;Vaccines contain formaldehyde but formaldehyde is naturally occurring in the human body and helps with metabolism. There is approximately 10 times the amount of formaldehyde in a baby\u2019s body at any one time than there is in a vaccine.&#8221;) or through comparing to a standard (e.g., &#8220;The level of a pesticide is above or below the standard set by Health Canada.&#8221;). You can also use comparisons among individuals (i.e., a person with certain demographic or lifestyle characteristics is more or less as at risk than one without). However, comparisons can also backfire and generate outrage (as was discussed in the Hazard x Outrage section). For example, if there is disagreement about the standard (e.g., for the pesticide glyphosate, for which the standards are different in the US, Europe, and Canada), if your comparison appears to trivialize the risk (i.e., the risk of birth defect X is approximately equivalent to one piece of toilet paper in a role that stretches from Vancouver to Toronto), or if your audience views the two things you are comparing as completely different (i.e., if exposure to some chemical has the same likelihood of causing death as getting into a car crash, your audience may view any exposure to that chemical as being unacceptable even if they are a regular driver).<\/p>\n<h1>Accurately and meaningfully convey numeric estimates of risk<\/h1>\n<p>Quantitative risk messages are particularly difficult to convey because, in general, the level of audience scientific numeracy is even less than the level of scientific literacy. If you are going to present the risk in numbers you must first determine whether you will be present relative or absolute risk. The following figure from <a href=\"http:\/\/www.cmaj.ca\/content\/171\/4\/353.full\">Barratt A et al. CMAJ 2004;171:353-358<\/a> demonstrates the difference between absolute and relative risk using the results of hypothetical placebo-controlled trials of a new drug for acute myocardial infarction.<\/p>\n<p><img decoding=\"async\" src=\"https:\/\/www.cmaj.ca\/content\/cmaj\/171\/4\/353\/F4.large.jpg?width=800&amp;height=600&amp;carousel=1\" alt=\"image\" \/><\/p>\n<p>The <strong>relative risk<\/strong> can be applied across all groups (the relative risk reduction is 25% in both trial 1 and trial 2) while <strong>a<\/strong><strong style=\"font-size: 14pt\">bsolute risk<\/strong><span style=\"font-size: 14pt\"> is a function of the event frequency and will vary across populations. <\/span><span style=\"font-size: 14pt\">When someone tells you statins lower the risk of heart attack by 25% your first thought shouldn\u2019t be \u201cGive me statins now!\u201d, it should be \u201cWhat\u2019s my risk of a heart attack in the first place?\u201d If you\u2019re in a high-risk group like in trial 1, where you have a 40% risk of heart attack, a 25% reduction in relative risk translates into a 10% reduction in absolute risk (and an overall absolute risk of 30%). If you\u2019re in the low-risk group, that 25% reduction in relative risk only lowers the absolute risk of heart attack from 10% to 7.5%. If statins have a side effect that may cause you trouble, this may not be enough of a reduction to pique your interest in the drug.<\/span><\/p>\n<p>When talking about risk, avoid using the word \u201cchance\u201d and avoid using percentages \u2014 use populations or possible futures and natural frequencies. For example, <span style=\"font-size: 14pt\">\u201cTen out of 100 people like you will experience a heart attack or stroke within ten years without statins, reduced to seven in 100 with statins\u201d \u2014 this is an example of populations, or \u201cOf 100 possible outcomes for you, 10 will involve experiencing a heart attack or stroke in 10 years without statins, which is reduced to seven out of 100 with statins\u201d \u2014 this is an example of possible futures.<\/span><\/p>\n<p>When using natural frequencies and population figures, be mindful of ratio bias \u2014 big numbers make risk more dramatic, e.g. people that are told they have a ten in 100 chance of developing cancer consider themselves more at risk than people told they have a one in ten chance.<\/p>\n<p>Positive and negative framing and the order data is presented in are critical too. Imagine patients being told the following:<\/p>\n<ul>\n<li>Of 100 people having surgery for lung cancer, 10 will die during treatment, 32 will have died by one year, and 66 will have died by five years. Of 100 people having radiation therapy, none will die during treatment, 23 will die by one year, and 78 will die by five years.<\/li>\n<li>Of 100 people having surgery, 90 will survive treatment, 68 will be alive at one year, and 34 will be alive at five years. Of 100 people having radiation therapy, all will survive treatment, 77 will be alive at one year, and 22 will be alive at five years.<\/li>\n<\/ul>\n<p>Patients hearing the first \u2014 which is negative in tone \u2014 will fixate on the \u201cnone will die\u201d positive statement and roll with that, even though that treatment ultimately has a worse 5-year survival. Patients hearing the second will likely latch on to the first big positive statement \u201c90 will survive\u201d<\/p>\n<h1>Put people to work<\/h1>\n<div class=\"textbox textbox--sidebar textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Example<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>This CDC poster does a good job of presenting numeric risk and giving the audience something to do.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1803 aligncenter\" src=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-217x300.jpg\" alt=\"Information poster from CDC regarding HIV testing.\" width=\"301\" height=\"416\" srcset=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-217x300.jpg 217w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-739x1024.jpg 739w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-768x1064.jpg 768w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-1109x1536.jpg 1109w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-1478x2048.jpg 1478w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-65x90.jpg 65w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-225x312.jpg 225w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-350x485.jpg 350w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2020\/08\/hiv-testing-1-in-7-poster-printready-page-001-scaled.jpg 1848w\" sizes=\"auto, (max-width: 301px) 100vw, 301px\" \/><\/p>\n<\/div>\n<\/div>\n<p>Wherever possible, give people something that they can do. Even if they choose not to do it, it will provide a sense of empowerment and an outlet for pent-up frustration and outrage. The caveat to this is that it should be something that is reasonably achievable. For example, don\u2019t make a suggestion that is prohibitively expensive, geographically unachievable, etc. This principle also aligns with our mantra \u2018Where there\u2019s a way, there\u2019s a will\u2019. If you have not yet identified a course of action, you should put some serious thought into whether you should even be communicating about the issue.<\/p>\n<h1>Keep everything consistent<\/h1>\n<p style=\"text-align: start\">There are two aspects of consistency: internal consistency and external consistency. Internal consistency means that all aspects of your message (intent, informational content, language, etc.) are consistent with one another, as well as being consistent with your mission. External consistency means that your core message remains the same across time, space, and media platform. In other words, think about internal consistency when you are developing your message and external consistency when you are delivering it.<\/p>\n<h1>Use repetition wisely<\/h1>\n<p>There is an overwhelming body of literature supporting the fact that repetition is critical to help us understand, learn, and remember. Repetition is particularly important where messages are complex, in crisis situations, where messages are conveyed orally (and therefore the audience cannot revisit the message independently), and where the communicator wants to emphasize a specific aspect of the message. However, repetition should not be used as a substitute for a well-developed message. Repetition that is poorly employed can come across as patronizing, incompetent, or obstructive. Most of the barriers that prevent people from listening to or acting on your message will not be addressed by simply repeating the message over and over.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Example<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>&#8220;We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be. We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender.&#8221; \u2013 Winston Churchill<\/p>\n<p>The repeated use of &#8216;We shall fight&#8217; in this classic speech was effectively used to emphasize the unity and unwavering determination of the entire UK citizenry during WWII.<\/p>\n<p>Conversely,\u00a0 another Brit, the former leader of the Labour party, Ed Milliband, botched this BBC interview by repeating the same statement over and over rather than answering the interviewer&#8217;s questions.<\/p>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Ed Milliband repeats himself.\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/jlTggc0uBA8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<\/div>\n<h1>Takeaways<\/h1>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>There are several principles that are important for developing efficient and effective science and risk messages. These include:<\/p>\n<ul>\n<li>Creating messages that your audience understands and that resonate with them.<\/li>\n<li>Simplifying your message without being vague or overly subjective.<\/li>\n<li>Use comparisons (e.g., metaphor and analogy) to help your audience understand the message.<\/li>\n<li>Accurately, clearly, and meaningfully convey numeric estimates of risk.<\/li>\n<li>Ensure that all aspects of your message are consistent with one another and that it is presented consistently.<\/li>\n<li>Where possible, provide your audience with ways that they can take action.<\/li>\n<li>Effectively use repetition to aid in audience understanding and learning.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-582 aligncenter\" src=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-300x224.png\" alt=\"\" width=\"204\" height=\"152\" srcset=\"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-300x224.png 300w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-768x573.png 768w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-1024x764.png 1024w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-65x49.png 65w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-225x168.png 225w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861-350x261.png 350w, https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-content\/uploads\/sites\/855\/2019\/11\/Seated-rat-e1575568791861.png 1580w\" sizes=\"auto, (max-width: 204px) 100vw, 204px\" \/><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"media-attributions clear\" prefix:cc=\"http:\/\/creativecommons.org\/ns#\" prefix:dc=\"http:\/\/purl.org\/dc\/terms\/\"><h2>Media Attributions<\/h2><ul><li about=\"https:\/\/blogs.jwatch.org\/hiv-id-observations\/index.php\/our-hiv-testing-algorithm-is-broken-heres-how-to-fix-it\/2019\/10\/07\/\"><a rel=\"cc:attributionURL\" href=\"https:\/\/blogs.jwatch.org\/hiv-id-observations\/index.php\/our-hiv-testing-algorithm-is-broken-heres-how-to-fix-it\/2019\/10\/07\/\" property=\"dc:title\">hiv-testing-1-in-7-poster-printready-page-001<\/a>  &copy;  CDC     <\/li><\/ul><\/div>","protected":false},"author":801,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-52","chapter","type-chapter","status-publish","hentry"],"part":38,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/pressbooks\/v2\/chapters\/52","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/wp\/v2\/users\/801"}],"version-history":[{"count":25,"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions"}],"predecessor-version":[{"id":2339,"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions\/2339"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/pressbooks\/v2\/parts\/38"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/pressbooks\/v2\/chapters\/52\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/wp\/v2\/media?parent=52"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/pressbooks\/v2\/chapter-type?post=52"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/wp\/v2\/contributor?post=52"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/missionmessagemedium\/wp-json\/wp\/v2\/license?post=52"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}