CRISIS

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CRISIS
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DISASTER
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Crisis Communication Experience from Katrina
Disaster H1N1 Preparedness Prof. Ted Chen,
Tulane University Chief Advisor, John Tung
Foundation
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Orleans Parish Flooding by Neighborhood
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Hurricane KatrinasImpact on New Orleans

• 1,836 deaths
• 400,000 jobs lost
• 275,000 homes destroyed
• Ten times as many as any other U.S. natural
  disaster
• TOTAL COST 110 billion in damages
• 3rd deadliest and most expensive hurricane in
  U.S. history

Source HurricaneKatrinaRelief.com
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Hurricane KatrinasImpact on Tulane University

• Flooded 70 of the main campus and the entire
  health sciences center campus
• Resulted in 13,000 students and 8,000 employees
  dispersed for five months
• Became the first major U.S. university in the
  last century to close its doors for a whole
  semester
• Led to losses in excess of 650M

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RESTORATION REBUILDING
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partnership with Lusher School
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one community at a time
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Celebrating Accomplishments

• Better positioned for the future
• All time high in student interest and quality
• Culture of civic engagement and social innovation
• Faculty retention and hiring

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more Accomplishments

• Proactive national visibility
• Partnerships with other universities
• Relationship with New Orleans and state

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Lessons Learned
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SELECTED DIASTER PREPAREDNES CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF PUBLIC
HEALTH TROPICAL MEDICINE (I)

• ENHS 643 CRISIS AND EMERGENCY COMMUNICATION
  (3)This fast-paced, interactive course focuses
  on the essential knowledge and tools needed to
  navigate the harsh realities of communicating to
  the public, media, and stakeholders during an
  intense public emergency, including terrorism.
  The course content will meet the crisis
  communication training needs of distinct groups
  (e.g., public health professionals, medical and
  health professionals, emergency response
  official, community and civic leaders, the
  private business sector, and volunteer
  organizations) at the community, regional, and
  national level
• ENHS 668 RISK COMMUNICATION (2)Prerequisites
  ENHS 762 or permission of instructor.Risk
  communication includes developing practical
  skills in assessing health concerns and
  explaining potential health risks or risk
  management to the general public. Techniques are
  presented for effectively preparing community
  action plans, interfacing with the press and
  other media, preparing and conducting public
  meetings, and speaking. Skill development is
  enhanced by several case studies involving
  role-playing and public speaking.
• ENHS 669 BEHAVIORAL ASPECTS OF HEALTH AND SAFETY
  (3)This course targets mid-career professionals
  who work in occupational health and safety
  programs. The purpose of this course is to
  provide students with introduction to injury and
  disease prevention utilizing behavior as a
  primary control mechanism in the workplace. Human
  factors are critical considerations that must be
  targeted as an essential part of preventing
  injury and disease. This course is designed to
  provide an overview of concepts whereby health
  and safety professionals can recognize approaches
  to implementing behavioral interventions, such as
  communication and training, as efficient and
  explicit means of reducing workplace risk and
  promoting health. This course is offered as part
  of distance learning programs
• ENHS 696 PUBLIC HEALTH LAW (3)Population-based
  interventions are a major focus of public health.
  Public health law speaks to the legal aspects of
  delivering this intervention of the society. This
  course introduces students to the functions and
  outcomes of public health law from local to
  global, and provides a hands-on legal tool for
  public health protection and practice. It covers
  a variety of topics such as the powers of the
  federal, state, and local governments civil
  liberties access to healthcare liability of
  healthcare workers and international law
  regarding the duties and rights of countries to
  control the spread of infections diseases.

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SELECTED DIASTER PREPAREDNES CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF PUBLIC
HEALTH TROPICAL MEDICINE (II)

• ENHS 710 COMMUNITY RESILIENCY IN PUBLIC HEALTH
  DISASTERS (3)This course explores several key
  elements of building community resiliency
  population sheltering (special needs and
  general), alternate care sites, community
  evacuation, and fatality management. The
  interface of tiered response is emphasized.
  Incident-specific scenarios and their
  implications for public health systems are
  highlighted.
• ENHS 723 HEALTH AND SAFETY MANAGEMENT I
  (3)Prerequisites HSMG 603 or permission of
  instructor.This course focuses on management of
  environmental health and safety risks, as well as
  measurement and evaluation of industrial hygiene
  and safety performance. Specific course topics
  include environmental and hazardous materials
  management, emergency planning and response,
  crisis communication, accident investigation, the
  development and interpretation of health and
  safety risk assessments, risk perception and
  hazard communication, economics and risk/benefit
  analysis and management, and the design of risk
  management plans. This course is offered as part
  of distance learning programs.
• ENHS 670 PRINCIPLES OF SAFETY (3)This course is
  designed to give the student an introduction in
  the field of safety and prevention management.
  Broad areas and topics that are covered are
  management and accountability, policy development
  and evaluation, hazard identification, job safety
  analysis, safety training, applied engineering
  principles (slips, falls, cuts, electrocution,
  material handling, excavations, confined spaces
  crane use), emergency operations planning, and
  social-behavioral aspects of safety. Numerous
  student and group projects will give students
  in-depth knowledge and performance experience and
  introduce the student to the team approach to
  safety planning and management.
• ENHS 691 ENVIRONMENTAL ASPECTS OF DISASTER
  RESPONSE (3)This course examines the
  fundamentals of environmental health and
  consequence management infrastructure through the
  lens of a disaster situation. Environmental
  health challenges that arise during emergencies
  are explored and operational models unique to
  disasters are developed

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SELECTED DIASTER PREPAREDNES CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF PUBLIC
HEALTH TROPICAL MEDICINE (III)

• ENHS 692 ENVIRONMENTAL SAMPLING, MONITORING, AND
  ANALYSIS IN A DISASTER (3)This course is
  designed to provide students with knowledge and
  tools for sampling and monitoring of the
  environment following a disaster such as floods,
  hurricanes, earthquakes, and explosions. Students
  will also be exposed to field sampling and will
  becoming familiar with laboratory instruments
  used for chemical, biological, and physical
  agents sampling analysis.
• ENHS 693 POPULATION ISSUES DURING DISASTERS
  (3)The United States is among global communities
  that attempt to prepare its citizens for
  potential mass casualty events such as natural
  disasters, terrorism, or a pandemic flu outbreak.
  This course introduces disaster theory and
  overviews the U.S. National Response Framework.
  Core population health issues that present during
  the management of disasters are examined.
  Developing preparedness at the local level is
  emphasized. Fundamental concepts of emergency
  management and leadership are discussed.
• ENHS 694 ENVIRONMENTAL ASPECTS OF DISASTER
  RECOVERY (3)This course addresses the process of
  disaster recovery as the most costly and complex
  phase of the disaster cycle. The content focuses
  on critical outcome standards guiding actions
  during the recovery phase of a disaster to
  achieve community preparedness
• ENHS 695 PSYCHOSOCIAL ASPECTS OF ENVIRONMENTAL
  HEALTH DISASTERS (3)This course covers the
  theoretical development, history, and empirical
  studies of the psychosocial dynamics and sequelae
  of disasters. Characteristics of environmental
  health disasters, reactions and risk factors, as
  well as trends in disaster mental health are
  examined. Emphasis is placed on inclusion of
  psychosocial considerations in the planning,
  preparation, and very early intervention phases
  of a disaster. Vulnerable populations are of
  particular interest in highly interactive
  case-based learning through reflection labs for
  application in situations such as natural
  disaster, environmental health crises, pandemic
  illness, or threats to national security.
  Baseline resilience planning is required of all
  students planning to work in disaster or
  emergency response fields
• CHSC 611 PLANNING OF HEALTH COMMUNICATION/EDUCATIO
  N PROGRAMS (3)This course is designed to provide
  skills in planning and developing health
  education interventions for behavior change at
  the individual, family or social network levels
  of practice. Emphasis is placed on applying
  program design principles to the development of
  educational interventions. It is structured in a
  lecture-discussion format. Given its skill
  development focus, the course includes weekly
  homework assignments and the development of a
  health education program plan. 

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SELECTED DIASTER PREPAREDNES CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF PUBLIC
HEALTH TROPICAL MEDICINE (IV)

• CHSC 612 MONITORING AND EVALUATION OF HEALTH
  PROGRAMS (3)This course introduces students to
  the concepts and functions of evaluation and will
  teach them some basic skills in monitoring and
  evaluation as they apply to health education and
  communication programs specifically. This is an
  introductory course designed for students
  focusing on implementation of programs. Students
  are not expected to have any background in
  research methods or evaluation. 
• CHSC 621 HEALTH COMMUNICATION THEORY AND PRACTICE
  (3)This course is designed to acquaint students
  with the role of communication in health and
  behavior change. It covers basic principles and
  practices in interpersonal, group, and mass
  communication and their application to public
  health. Students will have the opportunity to put
  into practice some of the theories and techniques
  learned in group exercises. 
• CHSC 622  COMMUNITY ORGANIZATIONThis course
  emphasizes community organization as a major
  educational approach to community dynamics,
  social change, and community participation in
  addressing health problems. The course explores
  methods for identifying and analyzing community
  health problems and their causes. Participants
  will examine the role of individuals, community
  institutions, and public health practitioners in
  effecting solutions to community health problems.
  The course stresses advancement both in
  theoretical knowledge in areas of community
  organization and community change, and in the
  application of community
• organization skills such as needs assessment. 
• CHSC 626 INTRODUCTION TO SOCIAL MARKETING
  (3)This introductory course provides an overview
  of the concepts and strategies used in social
  marketing and public information campaigns in the
  United States and in other countries.  The course
  outlines basic principles and methods followed by
  social marketers and provides a framework for
  carrying out social marketing.  contributions of
  commercial marketing will be discussed, and real
  world applications of the social marketing
  approach will be integrated into the course. 

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SELECTED DIASTER PREPAREDNES CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF PUBLIC
HEALTH TROPICAL MEDICINE (V)

• EPID 613 DESIGN AND EVALUATION OF HIV/AIDS
  PROGRAMS (3)Prerequisites EPID 603.
  Recommended EPID 721, EPID/INHL 624.This course
  provides an opportunity for the student to
  acquire and practice the knowledge and skills
  required in the process of designing and
  evaluating responses to one of the major health
  problems facing both developed and developing
  countries today and in the future. It emphasizes
  the importance of multidisciplinary inputs to
  program design and the development of
  methodologically sound programs. It demonstrates
  how evaluation planning and implementation are
  incorporated into programmatic responses at the
  design phase
• EPID 675 OUTBREAK EPIDEMIOLOGY(3)Prerequisites 
  EPID 603, BIOS 603, statistical software package
  proficiency.                                      
                                                    
        This course is designed to provide students
  with the knowledge and skills required for the
  investigation, control and prevention of disease
  outbreaks in a variety of settings and due to a
  variety of infectious agents.  Students will
  explore and practice the approaches used to
  investigate disease outbreaks, and examine local
  and global efforts to monitor, control and
  mitigate the effects of infectious disease
  outbreaks
• INHL 615 PUBLIC NUTRITION AND HEALTH IN COMPLEX
  EMERGENCIES (2)Complex emergencies involving
  conflict, destitution, and often environmental
  crises, leading to large-scale population
  movements, are causing widespread malnutrition,
  disease, and high mortality among millions of
  people, especially in Sub-Saharan Africa and
  parts of Asia. Some of this suffering can be
  prevented through more effective programs when
  the refugee and displaced populations become
  accessible to outside help. This course is
  designed to familiarize students with methods and
  approaches for coping with public nutrition and
  health problems in complex emergencies. It
  addresses the control of malnutrition (general
  and micronutrient) through general ration
  distribution and selective feeding programs,
  emergency public health measures, and key policy
  issues. Outside speakers with recent experience
  in this field contribute to specific topics and
  with illustrative case studies.

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SELECTED DIASTER PREPAREDNES CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF PUBLIC
HEALTH TROPICAL MEDICINE (VI)

• INHL 622 PROGRAM SKILLS IN CRISIS AND TRANSITION
  SETTINGS (3)This course is designed to equip
  students with a set of skills related to the
  assessment and analysis of the social, economic,
  and policy aspects of complex political
  emergencies, as well as post-conflict/transitional
  settings. The course covers selected topics in
  preparedness, response, and transition in complex
  political emergencies, and their effects upon the
  civilian populations and the agencies that seek
  to assist them. Students develop skills in the
  following areas information management, program
  operations management, and policy and context
  analysis. In terms of information management,
  students develop the capacity to adapt surveys to
  conflict-affected settings and utilize a series
  of rapid assessment approaches and participatory
  rural appraisal techniques for data collection.
  Students also learn to identify and utilize the
  principal components of crisis prevention and
  early warning information systems. In terms of
  program operations management, students develop
  skills in the construction of a logistics
  management system appropriate for emergency
  settings, and learn how to develop key programs
  of particular importance in post-conflict and
  transitional settings. In terms of policy and
  context analysis, students are equipped with
  analytical skills related to assessing potential
  harmful effects of humanitarian assistance,
  international political aspects of humanitarian
  work, international humanitarian law, and
  opportunities for promoting conflict resolution,
  capacity building, and development through
  humanitarian assistance
• TRMD 632 PREVENTIVE TROPICAL MEDICINE
  (2)Professor Oberhelman.This course presents
  the basic principles of preventive medicine in
  the context of the special environment (physical,
  biological, and social) of tropical developing
  countries. Emphasis is placed upon the prevention
  and control of infectious diseases of major
  public health importance. Vaccine preventable
  diseases are given special emphasis. In addition
  to presenting concepts and theoretical methods of
  disease control, detailed examples of actual
  programs are provided. 
• TRMD 633 MICROBIAL DISEASES OF THE TROPICS
  (2)Professor Rajan.This course introduces
  students to the most important bacterial, viral,
  and mycotic pathogens in the tropics and to
  clinical features of the associated diseases. The
  course will focus on topics not ordinarily
  covered in depth in U.S. medical schools, such as
  cholera, tuberculosis, leprosy, arboviral
  infections, and hemorrhagic fevers, among others.
  The course will be team taught by both
  microbiologists and clinicians. Topics covered
  will include geographic distribution,
  transmission, pathogenesis, clinical features of
  relevant diseases, immunologic considerations,
  laboratory diagnosis, treatment, and control. 
• TRMD 645 TUBERCULOSIS GLOBAL TRENDS AND
  INTERACTIONS WITH HIV (2)Professor Rajan.This
  course is designed as an overview of tuberculosis
  and the challenges posed by the dual epidemics of
  TB and HIV. The course comprises a series of
  lectures and case studies. Guest faculty are
  recognized experts in this area and bring
  extensive experience and case study material to
  the course.  Field activities including a visit
  to the Wetmore Tuberculosis Clinic at Charity
  Hospital and a visit to the Tuberculosis Control
  Program at the Office of Public Health are
  offered. The course includes three broad content
  areas basic concepts of tuberculosis disease
  and epidemiology, clinical manifestations and
  management  challenges posed by the interactions
  of Tuberculosis and HIV infection and global
  initiatives to integrate TB and HIV control
  programs and issues in tuberculosis control with
  special reference to multidrug resistance, social
  aspects, and program strategies. The biological,
  clinical and programmatic perspectives gained
  from this course will assist students in
  interpretation and critique of programs and
  policies related to tuberculosis control
• TRMD 680 EMERGING PATHOGENS (2)Professor Bausch.
  This course provides students with an
  introduction to the factors involved in the
  emergence of pathogens causing human disease.
  Following a general overview of these factors,
  specific pathogens are examined with regard to
  historical and current relevance, emergence
  factors, surveillance, and control. Associated
  topics such as containment of research organisms,
  xenotransplantation, and bioterrorism are also
  considered

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Lessons Learned

• Need crisis communication plans
• Understand institutions core values
• Think beyond survival and recovery
• Service learning with communities
• Have a plan is far from enough
• Practice, practice to perfect the plan

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Fri Nov 5, 2010, 1211 pm ET George W. Bush calls
Katrina photo a huge mistake By Michael
Calderone, Buzz up!159 votes

• Former President George W. Bush says it was a
  "huge mistake" to let himself be photographed
  looking from Air Force One down at the aftermath
  of Hurricane Katrina.

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Then Comes H1N1 Threat Test Out the Validity of
Tulane Crisis Communication Plan
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H1N1 - Louisiana

• According to Fight the Flu LA website created by
  Louisiana Office of Public Health, Louisiana has
  had 53 deaths from H1N1 to date.

http//www.fighttheflula.com/
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2009 H1N1 Pandemic

• Virologic Surveillance
• Epidemiologic Surveillance
• Veterinary Surveillance
• Crisis Communication

http//www.dhh.louisiana.gov/offices/miscdocs/docs
-249/Influenza/InfluenzaPandemicPlan_La2009Surveil
lance.pdf
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Tulane University

• Communication Plan

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COMMUNICATION TACTICS

• Town Hall Meeting
• Webinars
• Website (http//www.sph.tulane.edu/flu/index.htm)
• Press Releases
• Info at Student Health Centers
• 24 hr nurse triage hotline

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Tulane Website Components

• Prevention Tips
• Emergency Procedures
• Info regarding on-campus vaccinations
• Links to CDC, Staying Healthy, South Central
  Public Health Partnership (Local, Regional and
  National Resources)

http//www.sph.tulane.edu/flu/tulane.htm
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Town Hall Meeting

• Discussion Points
• Cases have been mild (4-5 days of illness)
• Provost recommends all professors post lectures
  on Blackboard so students can stay home if
  showing signs of illness
• Encourage Flu Buddy to retrieve meals,
  homework, etc for ill student
• Flu Kits (incl. fluids, ibuprofen, thermometer)

http//www.sph.tulane.edu/flu/tulane.htm
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Communication Tactics

• Website Fight the Flu
• Facebook, Twitter
• Partnership with Dial 2-1-1 Counselors available
  for assistance and referrals
• Communication Toolkit made available
• Campaign Influenza Immunization Week

http//www.fighttheflula.com/
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Training of the Trainers

• Leadership training on crisis communication and
  disaster preparedness
• Workshop on CDC crisis and emergency
  communication lectures
• Certificate program for disaster preparedness and
  management curriculum
• Collaborative research on crisis response and
  communication strategies

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Are We Ready to provide communication for the
Next Run of Crisis Disaster?

• Is there a training center like that Crisis
  Emergency Risk Communication (CERC) established
  by CDC?
• Are there crisis communication disaster
  preparedness curriculum established?
• Are there training workshops, online training
  courses and leadership training courses
  established?
• Are health workers, civic leaders, media people
  prepared to handle next disaster and conduct
  crisis communication with responses that are
• Be first?
• Be right?
• Be credible?

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What Can WACPHP Do?

• Establish a crisis a communication training
  center?
• Establish crisis communication workshops?
• Establish lecture circuit for health workers,
  civic leaders, media personnel?
• Establish social media for education crisis
  communication purposes?

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