Administrative Issues in Outbreak Investigations OR

Administrative Issues in Outbreak Investigations OR . . .

How to Optimize Your 15 Minutes of Fame M. Joan Mallick, R. N. , Ph. D.

Part A Getting to Know the Media Before an Emergency Strikes

Background ÷ The anthrax “outbreak” of 2001 brought the issue of public health and the media to the national forefront ÷ The Centers for Disease Control has developed materials discussing how to work with media personnel during bioterrorism events (CDC Responds: Risk Communication and Bioterrorism http: //www. sph. unc. edu/about/webcasts/2001 -12 -06_risk/) ÷ There are specialists who focus on risk communication in public health emergencies (www. psandman. com ) ÷ Media relations are the topic of a three-hour continuing education course at the 2002 American Public Health Association annual meeting

Background ÷However there is a need for succinct and widely available guidance, from a local perspective, about working with media ÷for departments have no media specialists ÷when public health staff do not have extensive experience with the media

Background ÷ I have been extensively involved with the media in two different situations: ÷as a media-designated topical expert ÷as health commissioner of a large city during both emergency and non-emergency situations ÷ I also have access to ÷a neighbor who is a local television news anchorperson ÷a local public relations firm that deals with companies experiencing emergencies that affect the public

Course Purpose ÷The purpose of Part A of this course is to provide ideas from a personal and local perspective regarding how to learn about how your local media work

Objectives ÷At the completion the reader should be able to describe ÷goals of media personnel in pursuing public health “stories” ÷personal factors that may affect media staff attitudes and interviewing styles ÷methods of making media personnel personal allies ÷and. . .

Objectives ÷anticipate working without feeling like with the media

The Topical Expert ÷ When I finished my doctoral dissertation, the public relations department of my university employer decided (without informing me) to send a news release to the wire services about my findings ÷the topic was dieting behaviors of teenage girls ÷the findings were that girls will accept many adverse health effects of dieting for the sake of weight loss ÷the topic corresponded to current media focus on anorexia and bulimia

Information Sent Around the World ÷ The “bulletin” went around the world ÷ Because it originated from a university, its content was perceived as profound and important

The sun, moon & stars will know of the great knowledge she can share ÷Before the first media person ever talked to me, the magic of communications had made me an expert The Magic of the Media

Working with TV & Radio

The Pursuit of Information ÷ Television and radio stations responded to the “new” faster than newspapers ÷ Once the “news” was out the phone began ringing at ÷work ÷home ÷even at my parents’ house

÷Messages were left on my answering machine: Call anytime, day or night!!!

The Media Events ÷ Over a two-month period I conducted multiple radio and tv interviews including ÷“on the scene interviews” ÷in-studio radio interviews

The Media Events ÷both individual tv interviews and panel-formatted tv shows

Lessons Learned- the Process ÷Constant requests from the media can stimulate an unnecessary sense of urgency ÷the media’s goal is to inform the community of issues it perceives as important ÷the caller’s sense of urgency does not necessarily reflect the state of concern about the topic in the general community ÷the caller’s sense of urgency may reflect a need to meet a deadline or get a story before a competitor does more than the importance of the information

Lessons Learned- Your Personal Response Style ÷For a while, the attention seems like a magic carpet ride. However, after a while the process becomes irritating. ÷it interrupts your schedule ÷it interferes with your work

÷It is important not to alienate the media by being irritable or refusing interviews. But don’t do an interview if you are stressed or tired ÷inform the media that your interest in working with them must be balanced with work demands ÷treat an interview request as a request for an appointment and work it into your schedule

Lessons Learned – Your Personal Response Style ÷ Repeated interviews also become boring. Use boredom as an opportunity to study the interviewers ÷ Reverse the interviewing process by asking the interviewers questions about themselves and their jobs ÷making personal connections helps establish friendly relationships for the future ÷their responses will provide insight into their styles and potential as allies in future instances, especially outbreaks ÷I’m just here for the facts

Lessons Learned—Media Styles ÷What are media personnel like? . . They’re like everyone else ÷some dislike their jobs and are irritable when doing them ÷this alone may account for a negative attitude during interviews

÷some are meticulous in preparing for the interviews ÷they will read background information on the interview subject or they will have someone else do it for them ÷these types are more likely to ask relevant questions and may also be more likely to recognize they are not experts ÷questions are likely to be thoughtful and gentle ÷questions may ask for elaboration on something the interviewer has read

÷others have conducted thousands of interviews and feel they can skate through any interview whether they are familiar with a subject or not ÷they will ask questions that key off your previous answers—answer carefully! ÷they may ask questions that have less to do with your subject than whether their shows focus on ÷entertainment ÷information ÷check in advance with someone who knows about the type of show

÷Some interviewers like to play “gotcha” ÷Expect provocative questions that challenge whether or not your basic ideas are relevant ÷ A frightened look will stimulate more provocative questions ÷practice over-coming a deer in the headlights look (this is a serious suggestion).

÷Some interviewers are bubbleheads who aren’t interested in information. Expect ÷questions that may pertain to personal issues ÷tangentiallyrelated comments ÷Learn to ÷ask for clarification of a question ÷smile politely and note the interesting comment And what advice do you have for us on this subject?

Time Slots ÷Radio and television shows air at all times of the day or night ÷don’t discount the importance of shows that will air during the early morning hours ÷the number of people who watch tv or listen to the radio while getting ready for work or school in the morning is often extremely high ÷people who work evening shifts often watch/listen during the wee hours

Establishing Media Relationships ÷For public health personnel who may not be spontaneously “discovered” as experts, it is important to interact with radio and tv media on a regular basis. Establish relationships by ÷Issuing press releases relevant to current topics to attract interest ÷Offer expertise when public health topics are being discussed, especially when hospital-based personnel are being designated as experts

÷Ask for help in promoting upcoming important public health events ÷make media staff honorary public health officials at these events ÷have them be the first to receive services at an event ÷work with those who may have discussed health problems with you ÷Never turn down an interview request ÷if you have no experts on staff, find someone ÷establish the health department as an information referral source

The Bottom Line ÷In non-emergency situations people pay attention to what you say but usually see no need for action ÷those with a problem may contact you ÷the people whom you hear the most from are your family and friends who are tickled pink to have a star in their midst. Therefore, use these opportunities to get to know the media and to develop your own media style

Working with the Press ÷ Working with press staff presents a different se s of challenges ÷ Your personality doesn’t come out as it would audio/visual formats ÷ Print media staff take notes ÷some notes are quotes ÷some notes paraphrase what you are saying ÷all are subject to misinterpretations in

÷ It is easier for the press to edit your comments in a way that, while preserving the facts, may put them into a context that alters their meaning ÷ Print statements that a person was “unavailable for comment” imply refusal to respond but are considered accurate even if/when ÷ a person is temporarily unavailable to answer a phone ÷on another line ÷in a meeting ÷ someone is out of town on business or pleasure

÷It is also easier for the press to engage you in debates with third parties whom they have also interviewed ÷Suggest a conference call so that you can verify that what you are responding to is accurate ÷Request time to check with the other party before responding.

Managing Press Information ÷Strategies for working positively with press staff include ÷Fax or e-mail an outline of available information and ask that it be the basis of an interview. ÷Ask for the interview to be conducted in person rather than on the phone. In either case ask the interviewer to read back/his her notes so you review them for misunderstandings.

÷If you are not available ÷designate someone else to temporarily fill in ÷have your staff get a name, phone number and time when the person can return the call OR give the same information to the interviewer ÷have your staff send prepared written information for review until the call can be returned

÷If an article misstates your comments or changes their context ÷the best way to respond is through a letter to the editor ÷time the letter so that it will NOT be printed on Saturday—no one reads Saturday editorials (or for that matter, follow-up interviews intended to correct the record)

Bottom Line ÷As will be discussed in Part B of this course, newspapers are easier to work with during emergencies. So, it is necessary to develop cordial relationships with them as well. One way, especially in smaller newspapers, is to volunteer to write a regular health column or a health-advice column.

Part B ÷ The next part of this course will deal with working with the media during an outbreak situation. Having developed working relationships in advance as described in this section is vital to successful outbreak communications. ÷ To Be Continued. . .