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Prioritizing Preparedness: Extreme Heat and Climate Change Preparation of Midwestern Health Departments

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Prioritizing Preparedness: Extreme Heat and Climate Change Preparation of Midwestern Health Departments PRIORITIZING PREPAREDNESS: EXTREME HEAT AND CLIMATE CHANGE PREPARATION OF MIDWESTERN HEALTH DEPARTMENTS by Alicia B. Wodika B.A. Aurora University, 2005 M.S. Western Illinois University, 2009 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctor of Philosophy Degree in Education Department of Health Education and Recreation in the Graduate School Southern Illinois University Carbondale June 2013 Copyright by Alicia B. Wodika, 2013 All Rights Reserved DISSERTATION APPROVAL PRIORITIZING PREPAREDNESS: EXTREME HEAT AND CLIMATE CHANGE PREPARATION OF MIDWESTERN LOCAL HEALTH DEPARTMENTS By Alicia B. Wodika A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Degree in Education in the field of Health Education and Recreation Approved by: Kathleen Welshimer, Chair Roberta Ogletree Dhitinut Ratnapradipa Justin Schoof Terri Wilson Graduate School Southern Illinois University Carbondale June 2013 AN ABSTRACT OF THE DISSERTATION OF ALICIA B. WODIKA, for the Doctor of Philosophy degree in HEALTH EDUCATION AND RECREATION, presented on JUNE 26, 2013, at Southern Illinois University Carbondale. TITLE: PRIORITIZING PREPAREDNESS: EXTREME HEAT AND CLIMATE CHANGE PREPARATION OF MIDWESTERN HEALTH DEPARTMENTS MAJOR PROFESSOR: Dr. Kathleen Welshimer This dissertation is about the factors that influence heat wave preparedness of Midwestern health departments, and the climate change perceptions of public health officials. Heat waves have historically impacted the Midwest and, due to the variable pattern of these events, are full of uncertainties. Climate change intensifies the threat of heat waves, therefore, it is important for public health officials to incorporate methods for addressing climate change into their short and long term plans and preparedness models. This study is unique, because it goes beyond previous work that has been done with heat wave preparedness by speaking with public health officials to understand the complexities of heat wave planning. Applying a comparative case study methodology to this study was important to see how three states, in varying stages of climate change preparedness, function regarding emergency planning, decision making, and collaboration. Further, interview discussions regarding climate change demonstrate the need to further assist public health with their mitigation and adaptation efforts. Topics within Chapter One describe the study framework, study significance, discuss the incorporated methodology, and the dissemination of results. In Chapter Two, I construct the scholarly framework for this study by examining climate change and public health impacts, how policy shapes program planning with regard to heat waves, the sociological implications of heat waves including communicative properties and i community organizing, and heat wave preparedness plan evaluation. Chapter Three focuses on the methodology guiding this project as well as the research questions. Research questions focused on preparation for heat waves, communication among state and local health departments, climate change perceptions of health officials, and finally, the influence of grant funding on preparedness efforts. This study was constructed using an interpretive paradigm to guide a comparative case study framework for comparing heat wave preparedness of three Midwestern States. Using document analysis and semi- structured interviews, I was able to discuss the concept of preparedness with public health officials including emergency preparedness coordinators, environmental health directors, and emergency managers. In Chapters Four and Five, I developed the uniqueness of each case, and then built a broader story by examining findings across the cases. I met with 22 individuals representing fourteen local health departments, two state health departments, one city health department, two emergency management agencies, and one state climatologist office. Analysis was threaded into both Chapters Four and Five by exploring within (locality, denialism, and camaraderie) and cross (leadership, transitions, expectations, imagery, and strategies) case themes. In Chapter Six, I discuss the study findings by incorporating the social ecological model as well as cited literature. Finally, Chapter Seven revisits the study significance and implications for best possible practices in health and public health education. Climate change is one of the greatest threats to public health, and heat waves are only one anticipated threat from enhanced warming. This study sheds light on the importance of climate literacy and preparedness for all hazards approaches in public health planning. ii DEDICATION For Avery (Turtle), of course. iii ACKNOWLEDGMENTS As this journey is nearly complete, I wish to thank so many wonderful individuals that were a part of this dissertation. Whether it be participating as a committee member, or listening to my challenges and triumphs, I could not have completed this project without the guidance of so many people. My committee chair, Dr. Kathleen Welshimer, you have taught me the importance of community organizing, relationship building, and principles of public health practice. I am grateful for the many emails, phone calls, and long meetings you have de dicated to me and my project. You brought my attention to so many interesting avenues in my research, and for that I am truly appreciative. Dr. Terri Wilson, whom I met in your Educational Philosophy course, opened my eyes to the world of qualitative research and guided me to enhance my craft as a researcher and educator. Dr. Justin Schoof, I cannot thank enough for enlightening me with principles of climate science and mentoring me to enhance my stance as a climate change educator. I’m also grateful for your constant support of my graduate education. Dr. Roberta Ogletree, from day one in your Foundations of Health Education course, I have learned an immense amount of information. Your enthusiasm is transferable and always appreciated. I will always remember to be in “good shape for the shape I’m in!” My appreciation for environmental health and the many opportunities I have had for research was guided by Dr. Dhitinut Ratnapradipa. I am truly grateful of the research experiences and support that you have provided me. To my mentors, Dr. Dale Brown and Dr. Joyce Fetro, I have learned so much from your guidance. Dr. Brown you have pushed me beyond my teaching boundaries and comfort zone to be the best I can be. You are the epitome of what it means to be a support person, mentor, teacher, and friend. Dr. Fetro, I am so grateful for our experiences together iv co-teaching and working on the HED 101 curricula. I have learned an immense amount of knowledge and ultimately, you are my guiding post in health education. You both have shaped my teaching philosophy and pedagogy to better my practice and enhance my craft. Without the help, listening ear, shoulders to cry on, enthusiasm, support, and encouragement of my SIUC colleagues and friends: Wendi Middleton, Denise Demers, Teri Abrams, Theresa Drake, Mallory Gary, Martinique Free, Holly Fodge, and Shanell McGoy, graduate school would have been an impossible feat. To my fellow Oswegoians, Danielle Pogorzelski, Tanya Arnold, Megan Hoinkes, Julianne Sitch, and Marilyn Lukowski, I am so thankful of the many road trips you’ve taken to Carbondale, the support you’ve given to me and my family, the parties we’ve experienced, and the laughter we shared; I truly could not have done this without you. From helping to take care of our home and pets during research travel, to always providing constant encouragement, thank you so much to the Elm Street Crew: Richard Best, The Sloboda’s, The Wilson-Hildreth’s, Judy Ashby, Hugh Muldoon, Betsy Dougherty, JP Reed, and The Finnegans. To the Davis Family: Brian, Carrie, Maddie and Preston, your sweet, caring, and wonderful friendship was a huge factor in both my and Ben’s experience. Thank you so much for your support. Michael Elderidge, thank you for your constant happiness, encouragement, and support of our education and our family. Jason Willand, Sara Baer, Jan Clements, Ed Gorenz and Janet Dee, I appreciate your encouragement and constant care and support of my education, family, and wellbeing. None of my education would have been possible without my father, Jack Giesler. Although you were unable to watch me grow and learn, I am so grateful for the many opportunities I’ve had because of you. I am grateful for the support of my mom, Lori v Giesler and brother, Jay Giesler. To my sister, Leah Johnson, I’m ever so grateful for you. Thank you for supporting me throughout all the avenues I’ve pursued in life! My grandmother, Carol “Gram” Stuart, was my source of support, wisdom, laughter, and encouragement. She fueled my passion for reading and initiated my educational quest. To the Wodika’s, Phil, Lois, Dana, Sue, Sydney, and Katy, thank you for supporting all that I do. Last, and certainly not least, I wish to acknowledge two very important people. Ben Wodika, you’re the “the butter to my bread, the breath to my life.” I am very thankful for your many roles as a reviewer, supporter, encourager, and listener. Throughout my master’s degree and now Ph.D., none of this would be possible without you. You’re an amazing husband, father, friend, colleague, and (of course) cyclist. I’m very proud of all your accomplishments and really am truly fortunate to have you in my life. To Avery James (Turtle) Wodika, you give me the strength
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