Communication
getting the message across
Helen Molyneux explores the discipline of risk 
communication and outlines her model for improving 
our ability to communicate in an emergency
T
he study of risk communication LUCID risk communication in schools, looking
is a fairly new discipline, and At the BCI Symposium in 2008
i
, I introduced specifi cally at fl ood risk information and the
encompasses the study of a new model of risk communication, link with the Environment Agency (EA).
emergency communications. This includes entitled ‘LUCID’. This model presents a I focussed the research on the London
communications in advance of any clear methodology for risk communication Borough of Richmond Upon Thames. This
incidents, to inform and to prepare (such and is structured as follows: is the only one of the thirty-three London
as general awareness campaigns); or at the Listen to your audience – Actively listen, boroughs that straddles the River Thames,
time of incidents, to warn and to advise on and acknowledge what is being said. Make and has signifi cant natural fl oodplains on
actions to take. However, it is worth noting use of their experience both sides of the river, all of which are
that there are often confl icts and diffi culties Understand your audience – Understand identifi ed in the Flood Zones as defi ned by
in preparing messages. A warning may the differences in world-view, culture and the EA (Environment Agency, 2005
ii
).
need to both warn and reassure, and has agenda The scope of the research was the schools
to reach a diverse audience with different Collaborate – Work with your audience, in the Borough Local Education Authority, of
values and world-views. There will and get them on side which there were 43 primary schools, eight
frequently be competing messages from Is your message clear? – Are there secondary schools and two special schools.
different organisations and sources, and it any ambiguities, and areas of potential 16 of the primary schools and three of the
is important to note that there will also be misunderstanding? secondary schools lay within the fl ood
different interpretations of a message. Develop a multi-media approach – Use plain. A further three primary schools and
In this look at risk communications I shall all means at your disposal to communicate one of the special schools, whilst not lying
fi rst consider some research undertaken your message within the fl oodplain, were situated in an
to examine fl ood risk awareness within Critical to the success of LUCID risk area that would have restricted access due
schools; I will then suggest how this could communication model is ‘evaluation’. to roads in the area being fl ooded. Whilst
be improved through a model for risk some of the school buildings themselves
e
communication that I have developed. Flood risk awareness in schools were raised so as not to be at risk of
Finally, I will illustrate how this model To demonstrate how the LUCID model could fl ooding, playing fi elds and surrounding
could be applied in a business continuity be applied, I will highlight some research roads could be affected, thus impacting on
context. I undertook in 2005 which examined the safe running of the school.
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  Continuity  January/February 2010
Cont Jan/Feb 2010_insides.indd 18 3/2/10 14:50:53
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