Communicating risk with parents: Exploring the methods and beliefs of outdoor education co-ordinators in Victoria, Australia

Abstract

Abstract This paper examines the risk communication strategies currently being employed by seven outdoor education co-ordinators in Government schools in Victoria, Australia. Of particular interest are the beliefs and assumptions held by these co-ordinators in relation to communicating risk with parents. Current policy stipulates that parents must be sufficiently informed in order to provide consent for their child to participate in an outdoor education program, however it does not specify a specific model or approach to be followed. Coronial reports, recommendations and litigation following several fatal outdoor education incidents both in Australia and other countries, suggest that parents were not appropriately informed of the risks involved, or were given insufficient information on which to base their consent. These types of incidents, coupled with the assertion that we are now living in an increasingly litigious and 'blamist' society, serve to highlight the need for communications where parents are viewed as integral stakeholders. A qualitative research methodology was used and the seven co-ordinators provided examples of their risk communication and participated in a semi-standardised interview. Co-ordinators' current methods for communicating risk were analysed within the context of current theoretical thinking in risk communication and the interview findings solicited the associated beliefs and assumptions behind these strategies. Overall, the 'deficit' model of risk communication was being employed by the co-ordinators. This model does not consciously allow for the perceptions and worldviews of the parents. It is essentially 'one-way.' Finally, I suggest strategies for developing a holistic model of risk communication, within the context of current theoretical thinking, where parents are invited to be more involved in decisions about risk involving their child. Introduction The aim of this paper is to explore the risk communication strategies currently being employed in a number of Victorian Government schools to enable parents to make an 'informed' decision regarding their child's participation in a school outdoor education program. This paper also investigates the beliefs and assumptions regarding risk communication held by the outdoor education co-ordinators in those schools. Within the specific context of current theoretical thinking in risk communication, the potential implications of these chosen strategies will be discussed. Lessons learned It is apparent in coronial reports, recommendations and litigation following several fatal outdoor education incidents both in Australia and other countries, that communication between schools and parents could be improved. Several of these incident investigations suggest that parents were not appropriately informed of the risks involved, or were given insufficient information on which to base their consent (Ajango, 2005, Holden, 2002). Holden (2002) refers to the importance of this consent, stating that it must be truly 'informed' and therefore: "While evidence of consent is evidence of reasonable care, it is only relevant if the consent is informed consent, based on a full appreciation of the risks involved in the activity" (p. 2). The issue of informed consent was highlighted in the Cathedral Ranges incident, a landmark for outdoor education in Australia. This incident occurred when a student badly sprained her ankle and while the staff were attending to her, another student from the group fell nearby and sustained fatal injuries. The student who suffered the ankle injury successfully sued for emotional trauma at having to witness her classmate die. Amongst other findings, Judge Lazarus found that "the information provided to parents did not advise them of the rugged and hazardous conditions" (cited in Stewart, 2000, p. 346). All outdoor education programs, like the one mentioned above, are required to have a designated 'teacher in charge' of the program (Department of Education and Early Childhood Development, DEECD, 2007). …