l a i r Some of Psychology’s Contributions to Understanding the Climate T Crisis 8 m e Kathleen Wells o t EEE Seminar, Oct ctober 17, 2016 c a . e c e n a Sources: r u C American Psychological Association Tas ask Force on on the Interface Between Psychology an and Global Climate Change n . w Yal ale Project on on Climate Communication: Engaging Diverse Audiences with Climate Change: Message Strategies w F for Global Warming’s Six Americas an and Climate Change Psychology: Five Insights; w D The work of of George Mar arshall an and George Lakoff P Acknowledgments: Paul Belanger- Technical Assistance; Thad Cummins- Videos
l Presentation Outline a i r I. What Do Americans Th Think About Clim limate Change? T 8 Profiles of Six “Attitude Types”: The Six “Americas” m e Video Profiles: One Alarmed and One Dismissive Citizen o t c a . e II. What are the Communication Challenges? (Psychological Processes c e n that Influence How Individuals Cope wit ith Clim limate Change) a r u C n . w Inhibitors of Taking Action w F Complications of Assessing Risk w D Difficulties Persuading the Doubters and Dismissives P III. What Lessons Can Be Drawn from Psychology Regarding Cli limate Communication?
l a The Six Americas i r T 8 m e o t c a . e c e n a r u C n . w w F w D P
l a i r The Six Americas Differ With Respect Key Beliefs About Climate T Change and : 8 m e Demographic characteristics o t c Political ideology, behavior, and party identification a . e c Cultural values e n a Involvement with the iss r ssue u C n Inclination to accept or reject climate sc science . w w F w D P
l a i r T 8 m e o t c a . e c e n a r u C n . w w F w D P
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l a i Two Examples: Se Senator Bernie Sa Sanders and Former Governor Sa Sarah r T Palin 8 Listen for Attitudes About Science, Willingness to Process m e Information, Engagement with Climate Issue, Moral Presuppositions o t c a . e c e Bernie Sanders YouTube clip – played from beginning to 5 minutes n a r u C n Sarah Palin YouTube Clip – played from 00:15 to 1:42 . w w F w D P
l a i r T 8 m e o t Greater Involvement c a . e c e n a r u C n . w w F w D P
l a i r What are the Key Communication Challenges for Three Groups T 8 m e 1. High Involvement Public/Accept Climate Change: The Alarmed o t c and the Concerned (45%) a . e c e n a 2. Low Involvement Public: The Cautious and the Disengaged r u C n (34%) . w w F w D 3. High Involvement Public/Reject Climate Change: The Doubtful and the Dismissive (21%) P
Communication Challenges: l a i Group 1: Hig ighly attentive to in information, want to know what they can do to r T reduce glo lobal warming 8 KEY Challenge: Motivating them to take actio ion m e o t c Group 2: Uncertain about reality of clim limate change, but unlikely to fin ind a . e c e answers, as they pay lit little attention to in information about iss issue n a r u C n KEY Challenge: Reaching them wit ith in information . w w F w Group 3: Fairly certain clim limate change is is not happening D P KEY Challenge: Understanding the motiv ivational structure behind vie iews and promoting the adoption of new vie iews
Group 1: Th The Ala larmed and the Concerned l a i r Why motivating them to take actio ion is is difficult: T 8 Nature of the phenomena: Everyone is to blame m e Social construction of climate change: Social norms have developed that o t c a . exclude climate change from what can be addressed and/or discussed publicly e c e n a r Passive bystander effect: Management of conflict between wanting to act and u C n wanting to protect the self by claiming to know less than one does and waiting . w for others to act first w F w D Negative psychological effects of climate change: Gradual, accumulative, P paralyzing
l Group 1: The Alarmed and the Concerned a i r T Communication Strategies to Promote Engagement : 8 Employ messages with information and complexity m e o t c Use strong logically-sound arguments for actions a . e c e n a r Focus on solutions to climate change u C n . w w F Build perceptions of collective- and self-efficacy w D Help Group 1 to become opinion leaders P
l Group 2: Th The Cautious and the Dis isengaged a i r Why ris isk of clim limate change is is dif ifficult to apprehend and reaching this group T wit ith in information is is a challenge: 8 m Nature of the phenomena: Invisible, result of systemic rather than e o dir irect causes, described in in terms of variables dis istributed over tim ime t c a . e c e n Requires cognitive rather than primarily emotional processing and a r u making concrete abstract events that wil ill occur in in the future C n . w w F Influenced by generalized expectations of stability and change, pre- w D exi xisting frames of reference P
l a i Group 2: The Cautious and the Disengaged r T Significant percentages don’t ’t understand news or se seek information 8 about climate change: m e o t c a . “I have difficulty understanding news reports about e c e global warming.” Cautious= 44% and Disengaged=77% n a r u C n . w “In general, I don’t ’t like to read or hear anyt ything about w F global warming.” Cautious=37% and Disengaged=59% w D P
l Group 2: Th The Cautious and the Dis isengaged a i r Communication St Strategies to Promote Acceptance of Information T 8 Unlikely to attend to in information that requires cognitive effort m e o More lik likely to attend to messages that: t c a . e c e n Rely on peripheral/heuristic in information processing (e.g., humor) a r u Demonstrate that appropriate climate change views are respected C n . and advocated by sources credible to the target audience (so socia ial norms) w w F Show rather than tell what is happening w D Personalize the threat so that the information provided is emotionally significant P Generate involvement through story (narrative strategies)
l a i r Group 3: Th The Doubtful and the Dis ismissive T 8 Why persuading others to adopt counter-attitudinal views is difficult: m e Information may trigger counter-arguing o t c a . e c e Information casting doubt on the seriousness of climate change n a r may be accepted uncritically whereas the opposite message (climate u C n change is a serious threat) may be rejected uncritically . w w F w D P
Group 3: Th The Doubtful and the Dis ismissive l a i Climate change may be perceived as a threat to pre-existing cultural r T values making it especially challenging to reach these groups 8 Direct engagement may result in a boomerang effect such that pre- m e existing attitudes are strengthened o t c a . e c e However: n a r u C n For the Doubtful, emphasis on personal experiences with climate . w change may be helpful w F w D For both groups, a focus on public health effects of climate change P may work
l a Key Communication Strategies From Psychology i r T Five lessons from Psychology that policy-makers can use to engage a 8 significant portion (but not all) of the general public : m e Privilege experience over analysis o t c a . e c e Link message to group norms n a r u C n Reduce psychological distance . w w F Frame the big picture: Nobody likes losing but everyone likes w D gaining P Play the long-game: Tap the potential of human motivation
l a The End i r T 8 The EEE seminar disrupts silence and interrupts m e despair over climate change, encourages a o t c a . e culture of urgent engagement, and helps us to c e n a develop narratives of hope. r u C n . w w F w Thank you. D P
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