DiscoverAssociation for Child and Adolescent Mental Health (ACAMH)For better or for worse? Intended and unitended consequences of science communication
For better or for worse? Intended and unitended consequences of science communication

For better or for worse? Intended and unitended consequences of science communication

Update: 2024-12-02
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https://acamhlearn.org/Learning/For_better_or_for_worse_Intended_and_unintended_consequences_of_science_communication/97fc6c78-93ac-485d-98c4-dd35e9272c51



Recently, there has been an increase in the amount of effort dedicated to ensuring that scientific knowledge can be mobilised to make a positive impact on individuals and society. In this Papers Podcast, Dr. Fatos Selita and Professor Yulia Kovas discuss their co-authored JCPP Editorial ‘For better or for worse? Intended and unintended consequences of science communication’.



Learning Objectives

1. The pressures and challenges that scientists often face regarding communicating their findings.

2. The three risks that might lead to confusion or unintended consequences of science communication.

3. Insight into the extent to which scientific miscommunication is a problem and examples of where science miscommunication in the field of child psychology and psychiatry can go wrong.

4. The importance of training scientists in science communication and some of the key elements that would be most effective in bridging the gap between scientific research and public understanding.

5. Recommendations for how to avoid and mitigate the impact of key risks in science miscommunication.

6. What journalists and the general public can do to understand science better.



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For better or for worse? Intended and unitended consequences of science communication

For better or for worse? Intended and unitended consequences of science communication

The Association for Child and Adolescent Mental Health