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CRISIS
DISASTER
Crisis Communication: Experience from Katrina Disaster & H1N1 Preparedness:
Prof. Ted Chen, Tulane University & Chief Advisor, John Tung Foundation
Orleans Parish –
Flooding by Neighborhood
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Hurricane Katrina’s
Impact 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 Katrina’s
Impact 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)
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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 roleplaying 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.
SELECTED DIASTER PREPAREDNES & CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF
PUBLIC HEALTH & TROPICAL MEDICINE (II)
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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
SELECTED DIASTER PREPAREDNES & CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF
PUBLIC HEALTH & TROPICAL MEDICINE (III)
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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/EDUCATION 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.
SELECTED DIASTER PREPAREDNES & CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF
PUBLIC HEALTH & TROPICAL MEDICINE (IV)
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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 ORGANIZATION
This 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.
SELECTED DIASTER PREPAREDNES & CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF
PUBLIC HEALTH & TROPICAL MEDICINE (V)
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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
SELECTED DIASTER PREPAREDNES & CRISIS
COMMUNICATION COURSES IN TULANE SCHOOL OF
PUBLIC HEALTH & TROPICAL MEDICINE (VI)
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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
Lessons Learned
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Need crisis communication plans
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Understand institution’s core values
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Think beyond survival and recovery
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Service learning with communities
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Have a “plan” is far from enough
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Practice, practice to perfect the plan
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Fri Nov 5, 2010, 12:11 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.
Then Comes H1N1 Threat: Test Out
the Validity of Tulane Crisis
Communication Plan
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/
2009 H1N1 Pandemic
Virologic Surveillance
Epidemiologic Surveillance
Veterinary Surveillance
Crisis Communication
http://www.dhh.louisiana.gov/offices/miscdocs/docs-249/Influenza/InfluenzaPandemicPlan_La2009Surveillance.pdf
Tulane University
Communication Plan
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
Tulane Website Components
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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
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
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/
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
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?
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?