22 Earthquake Risk Communication of Individual Protective Actions for Big Earthquakes: A Situational Choreography Model Based on Social Communication Engineering
-
Juan Andrés Rincón González
Abstract
The chapter presents a set of protective actions for earthquakes. Improving what we know and what we can do during major earthquakes could make a difference in the face of a natural hazard. Derived from a doctoral mixed study, people’s behavior is characterized by revising the literature, as well as by reviewing videos of earthquakes and drills, surveys and focus groups. It was found that there is no single and universally accepted protective action that is best to take in all contexts, so individuals need to gain specific knowledge about what to do in a variety of situations, as well as acquire and practice the skills necessary to take appropriate protective measures quickly and effectively. Consequently, behavioral alternatives are designed and proposed, called choreographies, which are part of the risk communication content that can be divulged by civil protection specialists, emergency managers, community leaders, social media influencers, and journalists.
Findings permit the provision of communication contents to be included in Earthquake Risk Communication. For this, the chapter presents a Situational Earthquake Choreography Model that describes, (a) architectures of situation, that is, the social ecosystems in which an earthquake can be experienced, (b) type of role that each person plays in the architecture (to the extent that it is relevant for their execution of protective actions), (c) type of emotion that prevails during the choreography (emotional variable) and (d) specific choreographic routines that can be adapted to each architecture. The model characterizes micro identities or roles (how do you typically respond to an EQ) present in the analysis of case studies (protector, narrator, confused, leader, whoever can save themself!, religious, trapped), based on which it builds common methods or functional choreographies (recommendations) for the identified roles.
Finally, some reflections are presented with implications for (1) people, (2) communication of risk of earthquakes and other natural hazards, (3) educational institutions, (4) teachers and staff caring for people in vulnerable situations, (5) drills, (6) civil protection or emergency brigades, (7) authorities in charge of the risk management and civil protection system, and (8) media outlets.
Abstract
The chapter presents a set of protective actions for earthquakes. Improving what we know and what we can do during major earthquakes could make a difference in the face of a natural hazard. Derived from a doctoral mixed study, people’s behavior is characterized by revising the literature, as well as by reviewing videos of earthquakes and drills, surveys and focus groups. It was found that there is no single and universally accepted protective action that is best to take in all contexts, so individuals need to gain specific knowledge about what to do in a variety of situations, as well as acquire and practice the skills necessary to take appropriate protective measures quickly and effectively. Consequently, behavioral alternatives are designed and proposed, called choreographies, which are part of the risk communication content that can be divulged by civil protection specialists, emergency managers, community leaders, social media influencers, and journalists.
Findings permit the provision of communication contents to be included in Earthquake Risk Communication. For this, the chapter presents a Situational Earthquake Choreography Model that describes, (a) architectures of situation, that is, the social ecosystems in which an earthquake can be experienced, (b) type of role that each person plays in the architecture (to the extent that it is relevant for their execution of protective actions), (c) type of emotion that prevails during the choreography (emotional variable) and (d) specific choreographic routines that can be adapted to each architecture. The model characterizes micro identities or roles (how do you typically respond to an EQ) present in the analysis of case studies (protector, narrator, confused, leader, whoever can save themself!, religious, trapped), based on which it builds common methods or functional choreographies (recommendations) for the identified roles.
Finally, some reflections are presented with implications for (1) people, (2) communication of risk of earthquakes and other natural hazards, (3) educational institutions, (4) teachers and staff caring for people in vulnerable situations, (5) drills, (6) civil protection or emergency brigades, (7) authorities in charge of the risk management and civil protection system, and (8) media outlets.
Kapitel in diesem Buch
- Frontmatter I
- Preface to Handbooks of Communication Science series V
- Contents VII
- 1 Introduction: Unique Challenges and Opportunities in Communicating Risk and Safety 1
-
Section 1: Fundamental Principles and Perspectives When Communicating Risk and Safety
- 2 Communicating Safety and Risk: Advancement of a Field in Constant Uncertainty 13
- 3 Communicating with Numbers: Challenges and Potential Solutions 33
- 4 Translating Data into Intelligible Risk and Safety Guidelines 57
- 5 Disaster Fatigue, Communication, and Resilience: Insights from Natural Hazards, Human-Caused Disasters, and Public Health Crises 77
- 6 The COVID-19 Pandemic as Exemplar of the Chaos of Mega-Crises 97
-
Section 2: Rhetorical Considerations When Communicating Risk and Safety
- 7 Rhetorical Sensitivity and Crisis and Risk Communication: Extension of a Theory 111
- 8 Emotions in Risk and Crisis Communication: An Individual and Networked Perspective 123
- 9 Narratives in Collision: Crisis and Pragmatic Dialogic Learning 143
- 10 Applying Dialogic Theory to Risk and Problem Solving 159
- 11 Embracing Dialogue While Cultivating Convergence: Organizational Challenges in Responsibly Communicating Risk 179
- 12 The Function of Stasis in Risk and Safety Controversies 197
-
Section 3: Ethical Dilemmas When Communicating Risk and Safety
- 13 Risk Communication: A Communication Ethics Perspective 219
- 14 The Ethic of First and Second Things in Communicating Risk and Safety 237
- 15 Ethical Obligations in Communicating Risk and Safety: Standards of Dialogue, Uncertainty, Change, and Truthfulness 255
-
Section 4: Cultural Imperatives When Communicating Risk and Safety
- 16 Culture-centered Approach to Risk Communication 269
- 17 “All Knowledge Is Local”: The PEN-3 Model as a Guide to Overcoming Western/ European Bias in Risk Communication about Global Health Concerns in East Africa 285
- 18 Communities of Practice Approach to Safety Communication 301
-
Section 5: Instructional Perspectives and Compliance-Gaining When Communicating Risk and Safety
- 19 Instruction as Self-Protection 321
- 20 Mobile Instructional Communication for Public Safety and Community Resilience 339
- 21 From Risks to Crisis Society: The Drivers of the Public Health Communication Paradigm Shift 359
- 22 Earthquake Risk Communication of Individual Protective Actions for Big Earthquakes: A Situational Choreography Model Based on Social Communication Engineering 379
-
Section 6: Media and Technological Considerations When Communicating Risk and Safety
- 23 Risk Information Seeking and Processing Model 413
- 24 Understanding Contemporary Infodemics through the Risk Amplification through Media Spread (RAMS) Model 453
- 25 Spotting Risks: How to Integrate Social Media Listening to a Framework of Assessing Risks 473
- 26 Emergent Organizations and Post-Disaster Risk: Volunteerism in the Digital Age 493
- 27 Communicating and Perceiving Risks of Artificial Intelligence as an Emerging Technology 503
-
Section 7: Future Considerations: Untangling Issues of (Mis)Trust When Communicating Risk and Safety
- 28 The Role of Trust and Distrust in Risk and Safety Communication 529
- 29 It’s Complicated . . . : Exploring Vaccination Attitudes and the Vaccination Infodemic in the UK throughout the COVID-19 Pandemic 551
- 30 Communicating to Mitigate Behavioral Cyber Risks: The Case of Employee Vulnerability 585
- 31 Building or Unbuilding Trust? A Reflection on Governments, News Media, and Businesses’ Communication during the COVID-19 Pandemic 607
- Contributors 627
- Index 637
Kapitel in diesem Buch
- Frontmatter I
- Preface to Handbooks of Communication Science series V
- Contents VII
- 1 Introduction: Unique Challenges and Opportunities in Communicating Risk and Safety 1
-
Section 1: Fundamental Principles and Perspectives When Communicating Risk and Safety
- 2 Communicating Safety and Risk: Advancement of a Field in Constant Uncertainty 13
- 3 Communicating with Numbers: Challenges and Potential Solutions 33
- 4 Translating Data into Intelligible Risk and Safety Guidelines 57
- 5 Disaster Fatigue, Communication, and Resilience: Insights from Natural Hazards, Human-Caused Disasters, and Public Health Crises 77
- 6 The COVID-19 Pandemic as Exemplar of the Chaos of Mega-Crises 97
-
Section 2: Rhetorical Considerations When Communicating Risk and Safety
- 7 Rhetorical Sensitivity and Crisis and Risk Communication: Extension of a Theory 111
- 8 Emotions in Risk and Crisis Communication: An Individual and Networked Perspective 123
- 9 Narratives in Collision: Crisis and Pragmatic Dialogic Learning 143
- 10 Applying Dialogic Theory to Risk and Problem Solving 159
- 11 Embracing Dialogue While Cultivating Convergence: Organizational Challenges in Responsibly Communicating Risk 179
- 12 The Function of Stasis in Risk and Safety Controversies 197
-
Section 3: Ethical Dilemmas When Communicating Risk and Safety
- 13 Risk Communication: A Communication Ethics Perspective 219
- 14 The Ethic of First and Second Things in Communicating Risk and Safety 237
- 15 Ethical Obligations in Communicating Risk and Safety: Standards of Dialogue, Uncertainty, Change, and Truthfulness 255
-
Section 4: Cultural Imperatives When Communicating Risk and Safety
- 16 Culture-centered Approach to Risk Communication 269
- 17 “All Knowledge Is Local”: The PEN-3 Model as a Guide to Overcoming Western/ European Bias in Risk Communication about Global Health Concerns in East Africa 285
- 18 Communities of Practice Approach to Safety Communication 301
-
Section 5: Instructional Perspectives and Compliance-Gaining When Communicating Risk and Safety
- 19 Instruction as Self-Protection 321
- 20 Mobile Instructional Communication for Public Safety and Community Resilience 339
- 21 From Risks to Crisis Society: The Drivers of the Public Health Communication Paradigm Shift 359
- 22 Earthquake Risk Communication of Individual Protective Actions for Big Earthquakes: A Situational Choreography Model Based on Social Communication Engineering 379
-
Section 6: Media and Technological Considerations When Communicating Risk and Safety
- 23 Risk Information Seeking and Processing Model 413
- 24 Understanding Contemporary Infodemics through the Risk Amplification through Media Spread (RAMS) Model 453
- 25 Spotting Risks: How to Integrate Social Media Listening to a Framework of Assessing Risks 473
- 26 Emergent Organizations and Post-Disaster Risk: Volunteerism in the Digital Age 493
- 27 Communicating and Perceiving Risks of Artificial Intelligence as an Emerging Technology 503
-
Section 7: Future Considerations: Untangling Issues of (Mis)Trust When Communicating Risk and Safety
- 28 The Role of Trust and Distrust in Risk and Safety Communication 529
- 29 It’s Complicated . . . : Exploring Vaccination Attitudes and the Vaccination Infodemic in the UK throughout the COVID-19 Pandemic 551
- 30 Communicating to Mitigate Behavioral Cyber Risks: The Case of Employee Vulnerability 585
- 31 Building or Unbuilding Trust? A Reflection on Governments, News Media, and Businesses’ Communication during the COVID-19 Pandemic 607
- Contributors 627
- Index 637
