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The Handbook of International Crisis Communication Research articulates a broader understanding of crisis communication, discussing the theoretical, methodological, and practical implications of domestic and transnational crises, featuring the work of global scholars from a range of sub-disciplines and related fields.

AimsWithin Paediatrics, the complexity of communication over a range of developmental stages in childhood and caregivers means clear communication is key to safe clinical care and reducing adverse events. A Danish study1 of root-cause analysis (RCA) of adverse healthcare events identified communication errors in >50% of cases.Simulation is an evidence-based tool to optimise communication and confidence in multi-disciplinary team (MDT) leadership. However, assessment of communication in the workplace and simulations are largely focused on verbal communication.60-70% of communication is non-verbal though visual cues from lip-reading and facial-expressions for both hearing and Deaf people.2 The advent of facemasks across the NHS has highlighted the impact of losing half the communication modality.A ‘Silent Sims’ programme was developed for Paediatric A&E MDT focused on non-verbal communication aiming to establish:1. ‘Innate skills’ to facilitate non-verbal communication2. Identifying strategies to facilitate challenging communication3. An inclusive Paediatric ED (PED) department.MethodsA monthly Simulation programme was well-established within PED. A new programme alternating between verbal and non-verbal 15 minutes Sims was developed to encompass clinical staff rotations to ensure ongoing learning over 6-months.Following Sim pre-briefing, participants were informed just before commencement, ‘this is a silent sim’ to enable them to devise real-time communication strategies. Scenarios included Pneumothorax, Sepsis, DKA with Deaf carer (verbal Sim) and Ventilation issues.There were 15 minutes team-debriefs and feedback. Immediately after each session, a survey was circulated to rate learning and experience using 10-point Likeart-Scales alongside free-texts.ResultsThere were 18 participants with an average 6 participants per Simulation. Likert-scores were consistently high regardless of the scenarios involved. (table 1)Qualitative feedback was overwhelmingly positive with 100% of participants requesting regular ‘silent sims’. Common themes were identified (figure 1) and disseminated to all staff via infographic newsletter.Conclusion‘Silent sims’ were initially expected be challenging and potentially not work in practice. However, the clinical teams rose to the challenge, following expected clinical algorithms with safe outcomes. Participants reported intrigue at natural use of innate non-verbal and manual communication through pointing, miming, waving to get attention etc.Abstract 1409 Figure 1F. Izagaren AbstractAbstract 1409 Table 1Likeart Scores‘Silent Sims’ is a valuable concept to mitigate for challenging communication in the ‘real-world’ particularly with Deaf/non-verbal patients. Participants were provided with additional resources and confidence in strategies to optimise verbal/non-verbal communication. The success of ‘Silent Sim’ concept has progressed to a new programme ‘The Three Wise Monkeys’. 3 SIM scenarios challenging the senses we utilise in communication: verbal, visual and speech.Sim 1: Blind-folded Sim leadSim 2: Whole team wear earplugsSim 3: Non-VerbalIt’s hoped this package could be developed as an educational tool across Paediatric and Adult Medicine. Indeed, it could be valuable for those working in the community in Retrieval medicine such as the HEMs team.ReferencesRabøl LI, Andersen ML, Østergaard D, et al. Descriptions of verbal communication errors between staff. An analysis of 84 root cause analysis-reports from Danish hospitals BMJ Quality&Safety 2011;20:268-274.Grote H, Izagaren F. Covid-19: The communication needs of D/deaf healthcare workers and patients are being forgotten BMJ 2020;369:m2372doi:10.1136/bmj.m2372

The Handbook of Risk and Crisis Communication explores the scope and purpose of risk, and its counterpart, crisis, to facilitate the understanding of these issues from conceptual and strategic perspectives. Recognizing that risk is a central feature of our daily lives, found in relationships, organizations, governments, the environment, and a wide variety of interactions, contributors to this volume explore such questions as: \"What is likely to happen, to whom, and with what consequences?\"; \"To what extent can science and vigilance prevent or mitigate negative outcomes?\"; and \"What obligation do some segments of local, national, and global populations have to help other segments manage risks?\", shedding light on the issues in the quest for definitive answers. The Handbook offers a broad approach to the study of risk and crisis as joint concerns. Chapters explore the reach of crisis and risk communication, define and examine key constructs, and parse the contexts of these vital areas. As a whole, the volume presents a comprehensive array of studies that highlight the standard principles and theories on both topics, serving as the largest effort to date focused on engaging risk communication discussions in a comprehensive manner. With perspectives from psychology, sociology, anthropology, political science, economics, and communication, the Handbook of Risk and Crisis Communication enlarges the approach to defining and recognizing risk and how should it best be managed. It provides vital insights for all disciplines studying risk, including communication, public relations, business, and psychology, and will be required reading for scholars and researchers investigating risk and crisis in various contexts.

Abstract Social interaction is impaired in schizophrenia, including the use of hand gestures, which is linked to poor social perception and outcome. Brain imaging suggests reduced neural activity in a left-lateralized frontoparietal network during gesture preparation; therefore, gesturing might be improved through facilitation of left hemispheric brain areas or via disruption of interhemispheric inhibition from the right homolog. This study tested whether repetitive transcranial magnetic stimulation (rTMS) protocols would improve gesture performance in schizophrenia. This randomized, placebo-controlled, double-blind, crossover trial applied 3 different protocols of rTMS separated by 48 h. Twenty right-handed schizophrenia patients and 20 matched healthy controls received facilitatory intermittent theta burst stimulation (iTBS) over the left inferior frontal gyrus (IFG), inhibitory continuous theta burst stimulation (cTBS) over right inferior parietal lobe (IPL), and placebo over left IPL in randomized order. Primary outcome was change in the test of upper limb apraxia (TULIA), rated from video recordings of hand gesture performance. Secondary outcome was change in manual dexterity using the coin rotation task. Participants improved on both tasks following rTMS compared with baseline. Only patients improved gesture performance following right IPL cTBS compared with placebo (P = .013). The results of the coin rotation parallel those of the TULIA, with improvements following right IPL cTBS in patients (P = .001). Single sessions of cTBS on the right IPL substantially improved both gesture performance accuracy and manual dexterity. The findings point toward an inhibition of interhemispheric rivalry as a potential mechanism of action.

Despite considerable interest in both action perception and social attention over the last 2 decades, there has been surprisingly little investigation concerning how the manual actions of other humans orient visual attention. The present review draws together studies that have measured the orienting of attention, following observation of another’s goal-directed action. Our review proposes that, in line with the literature on eye gaze, action is a particularly strong orienting cue for the visual system. However, we additionally suggest that action may orient visual attention using mechanisms, which gaze direction does not (i.e., neural direct mapping and corepresentation). Finally, we review the implications of these gaze-independent mechanisms for the study of attention to action. We suggest that our understanding of attention to action may benefit from being studied in the context of joint action paradigms, where the role of higher level action goals and social factors can be investigated.

Purpose: Key word signing (KWS) entails using manual signs to support the natural speech of individuals with normal hearing and who have communication difficulties. While manual signs from the local sign language may be used for this purpose, some KWS systems have opted for a distinct KWS lexicon. Distinct KWS lexicon typically aims for higher sign iconicity or recognizability to make the lexicon more accessible for individuals with intellectual disabilities. We sought to determine if, in the Belgian Dutch context, signs from such a distinct KWS lexicon (Spreken Met Ondersteuning van Gebaren [Speaking With Support of Signs; SMOG]) were indeed more iconic than their Flemish Sign Language (FSL) counterparts. Method: Participants were 224 adults with typical development who had no signing experience. They rated the resemblance between a FSL sign and its meaning. Raw data on the iconicity of SMOG from a previous study were used. Translucency was statistically and qualitatively compared between the SMOG lexicon and their FSL counterparts. Results: SMOG had an overall higher translucency than FSL and contained a higher number of iconic signs. Conclusion: This finding may support the value of a separate sign lexicon over using sign language signs. Nevertheless, other aspects, such as wide availability and inclusion, need to be considered.

In this positional essay, Jessica A. Scott, G. Sue Kasun, and Stephanie J. Gardiner-Walsh discuss their experiences and frustrations around American Sign Language interpreters in higher education settings. They draw from their intersecting experiences as researchers of language and/or deaf education to call for a \"flipping of scripts \" around how we frame who is being interpreted for in signed language contexts. They argue that the majoritarian, ableist mindset in higher education needs to shift to remember that hearing/abled individuals also need to learn from disabled individuals and that the field of multilingual education needs to better engage signed language in the broader field.

The goal of this paper is to widen the lens on language to include the manual modality. We look first at hearing children who are acquiring language from a spoken language model and find that even before they use speech to communicate, they use gesture. Moreover, those gestures precede, and predict, the acquisition of structures in speech. We look next at deaf children whose hearing losses prevent them from using the oral modality, and whose hearing parents have not presented them with a language model in the manual modality. These children fall back on the manual modality to communicate and use gestures, which take on many of the forms and functions of natural language. These homemade gesture systems constitute the first step in the emergence of manual sign systems that are shared within deaf communities and are full-fledged languages. We end by widening the lens on sign language to include gesture and find that signers not only gesture, but they also use gesture in learning contexts just as speakers do. These findings suggest that what is key in gesture's ability to predict learning is its ability to add a second representational format to communication, rather than a second modality. Gesture can thus be language, assuming linguistic forms and functions, when other vehicles are not available; but when speech or sign is possible, gesture works along with language, providing an additional representational format that can promote learning.

In 1873, the Crown and Anishinaabeg entered Treaty No. 3. This agreement would shape Canadian settlement in what is currently known as northwestern Ontario and southeastern Manitoba. For generations, Anishinaabeg have maintained that manoomin harvesting rights are protected by Treaty No. 3. Colonial officials, by contrast, have narrowly interpreted the archival record and associated references to \"gardens\" with vegetable cultivation for household use and \"farming\" with the large-scale cultivation of introduced crops like wheat, barley, and oats thus limiting the ability of First Nations to protect ancestral fields from provincial encroachment. In this article, Anishinaabe ecological knowledge around plant life cycles and needs (i.e., botanical gikendaasowin) is applied to the archival record, revealing how Anishinaabe leaders protected ancestral fields while negotiating access to introduced seeds to diversify food production. Federal activity in the immediate aftermath of 1873 further suggests that the Crown recognized the treaty right to harvest manoomin. Canada's historic attempts to curtail the manoomin harvest after 1876, as well as Ontario's attempts to manage ancestral fields after 1960, constitute violations of Treaty No. 3 when viewed through an Anishinaabe planting lens.

It is with regret and great sadness that we announce that Gerilee \"Geri\" Gustason, longtime Deaf educator, passed away suddenly from a massive stroke in Port Angeles, WA, on November 9, 2018. She would have been 80 this summer. She devoted her adult life to improving the quality of education, worldwide, for children who are deaf or hard of hearing.