MEDIA TRAINING GUIDE
Introduction | Preparation | Message Points | Bridging | Q&A Strategies | Spontaneous Interviews
Print Interviews | Press Conference | Satellite Interviews | Know the Audience
Presentation Checklist | Speeches | Sample Media Q&A
Introduction
“The power of the media” is not an idle phrase because the media serves as the primary
information forum in a free society. Ideas are seeded and opinions are formed simply because
some people are more skilled than others at working the forum.
It’s helpful to understand the ground rules for nearly all media: they want a good story. With
the exception of some opinion/political journalists, most reporters are neutral and are just as
willing to focus on a positive point-of-view as a negative one. Whether or not they do so is
largely dependent on the material they are given.
It’s important to undersand what reporters want and need. Stories involving science and data
are frequently difficult for reporters to communicate, even though their job is to interpret the
complex and provide a bottom line for a lay audience. This is something that frequently
eludes many scientists who have previously spoken out on the benefits of vaccines.
The anti-vaccine movement has done an excellent job of understanding what reporters want
and need. This workbook will help you do so as well. You’ll be armed with:

Tips on planning

How to develop and become comfortable with Message Points

Interview tips

Strategy development for Q&A

Bridging techniques

Panels and press conference strategies

TV: satellite and in-studio

Reporter techniques

Dress guidelines

Personal appearances

Sample Q&A
Speaking out is a dynamic process and one that you will feel more comfortable with the more
often you do it—and do it successfully. This workbook has been designed for you to
accomplish exactly that.
Basic Preparation
When the phone rings and the request comes in, please take a moment to ask the following
questions. It will help you understand the nature of the request and prepare for it
appropriately.
FRANJI, PLEASE FIX THESE PESKY BULLETS SO THE TEXT LINES UP
 What is the topic?
 What is the TV/radio/online program or publication?
 When do they want to schedule the interview?
 Who are the viewers, readers, listeners?
 What are possible questions?
 Why have you been asked to comment?
 How long will the interview be?
 Who will do the interviewing?
 Where would they like to do the interview?
 Will you be interviewed alone or as part of a panel/round-up? If there is a panel, who are
the other interviewees/participants? (Do you know their
points of view?)
 Will the interview be live or taped?
 Can you have a tape of the interview?
 Does the show have an audience? If so, who will be in the audience and will they ask
questions?
 Can you use visuals/ props?
 Can you have your own people tape the interview?
NOTE: Make sure you preview the program or read the publication before the interview so
that you understand its point-of-view and dynamic.
Developing Message Points
A Message Point, or Copy Point, in a presentation, speech or media appearance consists of a
good strong headline and a specific example or anecdote that supports the headline.
It's not enough to talk in generalities. You must add the information that falls into “Gee
Whiz” or “I never knew that before” categories.
Example: “Vaccines are great.” is positive, but too general.
 Adding specific information creates a Message Point for the headline: “Did you
know that vaccines have saved millions of lives and are just as important for
protecting kids today as they ever have been?”
Example: “PKIDS cares about the health of our children and our community.” is another
general statement that doesn’t necessarily grab the reader or viewer.
 Supporting your headline statement with specific information creates a complete
Message Point.: “We don’t want to see our kids contract vaccine preventable
infections unnecessarily, and that’s why it’s important to vaccinate”
This material helps your group stand out in a positive way.The most memorable Message
Points contain visualizations—images that capture the “mind's eye.” For example, “So from
now on when you think of immunization, think of a healthy baby. We don’t ever want your
child to experience the suffering that ours have had by getting the disease,” is one way to
create visualization.
Your Message Points should relate to the audience concern of how it touches everyday
life. Go further than explaining “Who, What, Why, Where, When, and How.” Add
information that answers: “So What?” “Who Cares?” and “What's In It For Me
(WIIFM)?”
Message Points Worksheet
Headline: Vaccines Work (Core message)
Supporting Messages: Proof
CHANGE THE ONE SUPPORTING MSG FROM ‘SCARE ‘EM’ TO ‘INFORM THEM’]
Factual Support
Identify and list facts that support your headline. For instance:
1. Facts, such as “Vaccines protect against diseases that kill, such as polio and meningitis.”
2. Statistics, such as “Millions of children are alive today because of vaccines.”
3. Studies/Data, such as “Study after study shows that vaccines work.”
Memorable Information Support
The following are types of information that support headlines and tend to be more memorable
for listeners/readers:
 Examples
 Third-Party Endorsements
 Surveys
 Legislative/Commission Approval/Endorsement

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Anecdotes
Signal Words
Visual Examples
Startling Statistics


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
Testimony/Report Page & Line
Exceeding Standards
Analogies
Repetition
Bridging Technique
Bridging allows you to shift the interview points that you want to make. You must
acknowledge the reporter’s question in your answer, but you don’t have to answer it directly.
Here’s an example:
The reporter asks a question: “Because vaccines have side effects, don’t you think it should
be up to the individual parent to decide whether or not to use them?”
You want to answer the question but use it to move to your Message Points.
You might answer the above question as follows: “The threat of disease is far more
worrisome than the threat of side effects. Vaccines protect society and not just the individual
and that’s why it’s important for all of us to be immunized. Vaccines work and that’s a fact.
They prevent disease in millions of people every day…” You can see that you’ve moved
onto a new, more positive area that reflects your message point.
Points to Remember:
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Be prepared ― anticipate the questions.
Pause before you answer.
Don't echo the negative words.
Don't go full circle to the negative question premise.
Always answer the question, but don't over-answer.
Find the issue that encompasses the question.
Bridge to specific, positive information—facts, evidence and anecdotes that support your
Message Points.
Strategies for Questions and Answers:
In constructing your responses, it’s helpful to lay out many of the issues that anti-vaccine
advocates use. Concurrently, list all of the Message Points that support vaccination and
diminish the negative messages. Use the Bridge technique to address each of the minuses
resulting in a plus message point. Here’s an example:
“It would be great if it were as simple an issue as choice, but children don’t choose to
contract infectious diseases, particularly if they are vaccine-preventable. Vaccines work.
They save lives day in and day out–– for the individual and for the community…”
Arguments Against/For Worksheet
Against
For
Issue is choice
Our children didn’t choose to get sick and
vaccines could have prevented it.
Causes side effects
Choosing not to vaccinate puts a child at
much greater risk of harm from disease.
Too many shots at too young an age
There are millions of germs on, in and
around babies and children. Their immune
systems can handle a handful more over
several years.
Disease isn’t around anymore
Share your personal story or that of another
parent. Plus, thanks to air travel, the world
has become a small village and diseases
can appear anywhere.
Enough kids are vaccinated, mine doesn’t
need to get vaccinated as well.
We share this world, this village. We get
vaccinated so that those who cannot get
vaccinated or those for whom vaccines
aren’t effective, stay protected. Community
immunity.
You can fill in more “against” arguments…
…And fill in more positive statements
Difficult Questions Worksheet
Take a minute to list all of the issues about which you are uncomfortable speaking, which you
feel are confidential or inappropriate for public discussion, and general issues you might be
asked to comment on. Work through potential answers for each and make sure you test them out
with your colleagues first. If you’re stuck, you’ll be surprised to see how a fresh perspective can
help.
List questions within your area of expertise that you have found difficult to answer. (These
questions may have come from everyone—reporters, colleagues, consumer groups,
regulatory agencies, etc.)
List general issues most critical to your group that you might be asked to comment on.
List questions on matters that are confidential, proprietary, or which you would prefer not to
discuss in a public forum or with the news media.
Reporter Techniques/Questions and Traps
Journalists are skilled generalists. Rarely will you find a reporter who knows as much about your
subject as you do. But reporters do know how to research and ask questions.
Information gathering is probably the best description for what reporters do. A print or electronic
reporter collects a large amount of information from many sources before writing an article or
putting together a radio or television report.
Reporters look for drama and conflict in a story. They want to know what's new and different
about a subject. They are looking for the information or quote that makes their report stand out
from the competition.
It's probably human nature for a reporter to seek out negative drama and conflict (i.e., accidents,
strikes, lawsuits, business rivalries.) But reporters will also make good use of positive drama and
conflict, such as consumer tips, human-interest stories, “Gee Whiz” facts and information, a
unique slant on an existing story––as long as you go into an interview armed with strong
message points.
Most of the time reporters will ask you straightforward questions to learn information. Reporters
use technique and style for two reasons: to probe an issue or to elicit information when you're not
providing positive drama and quotes that will survive the editing process.
Following are several techniques used by reporters that you should recognize. Don't fall into the
verbal traps. LISTEN CAREFULLY. Remember to pause for a second, think about the question
and the issue being addressed and answer with your own words and information.
Keep in mind that news interviews should be a dialogue, not cross-examination. Watch out for
these traps:
False Facts
Problem: Incorrect information.
Solution:
Don't repeat false information. Say the information is incorrect and bridge to
positive points.
Hypotheticals
Problem: Asking you to forecast reaction.
Solution:
“Well I can’t predict the future, but I can say…” Bridge to what you can
respond to.
Phantom Authority/Absent Party
Problem: No real source for comment: “An anti-vaccine advocate stated...”
Solution: You can't answer a blind charge. Don't repeat charge or question. Don't talk for
other sources. Offer an identified source for a fact, such as, “CDC states that…” and the fact
doesn’t need to be in direct response to the phantom authority’s statement.
Omniscient Authority
Problem: Expects you to know everything.
Solution: “That’s not my area of expertise, but I'll try to find the information for you. What's
your deadline?”
The Machine Gun
Problem: Multipart questions.
Solution: Answer the one you want or answer the issue raised by the questions.
The Dart Thrower
Problem: Antagonistic implications are buried in questions.
Solution: Keep making positive points. Don't repeat the negative implications.
The Interrupter
Problem: Never lets you complete thought.
Solution: (a) Ignore interruption and come back to answer question later.
(b) Stop and listen patiently to the new question. When they’re finished, say you'll
address it in a moment then continue your statement. (“Now, as I was saying...”)
The Paraphraser
Problem: Unfairly and incorrectly restates what you say.
Solution: Don't get angry––restate your position carefully. (“Fred, I guess I didn't make myself
clear…”)
Silence
Problem: Reporter pauses for several seconds at the end of your response.
Solution: (a) Fill voids with positive points.
(b) Don't say anything at all.
Either/Or
Problem: Reporter gives you only two options for an answer.
Solution: Don't repeat the incorrect statements. Answer with positive points and address the
larger issue (third option) if applicable.
Negative Questions
Problem: Question has negative language in it.
Solution: Don't repeat the negative language. ("I wouldn't use those terms. What I would say
is…”)
Proprietary Questions
Problem: Asks for secrets or nondisclosure information.
Solution: Stick to your nondisclosure policies and Bridge to related public information.
Spontaneous Interview Ground Rules
Not all interviews are planned. For example, a reporter might approach you after you have
testified at a government hearing and request an immediate interview:
1. Ask for the reporter’s name and affiliation.
2. Ask the purpose of the interview. “What's the story?”
3. Ask that cameras, lights, and microphones be kept at a reasonable distance.
4. Keep the interview confined to the original subject.
5. Remember that the reporter is looking for information and a good quote.
6. Never say “No Comment.” It makes you sound guilty.
7. Do Not go “off the record.”
8. Ask for a retake on a fumbled answer.
9. Break off the interview after a reasonable time. Let reporters know how they
can reach you for follow-up.
10. Ask when the interview will be broadcast and where it will appear.
Print Interview Tips
Print interviews offer several advantages over broadcast media: They are more relaxed,
generally run longer, and allow you to go into greater detail on your subject. They also pose
some disadvantages: They are more relaxed, generally run longer and allow you to go into
detail on your subject. It’s a double-edged sword!
Following are strategies you can use to ensure that your print interviews remain positive and
productive:
1. Set the Stage ― Hold telephone calls and interruptions. Try to conduct the
interview in a friendly setting rather than behind a desk. At the same time,
don't get too relaxed. Sit forward in your chair and lean into the conversation.
2. Establish Ground Rules ― Before beginning, state the amount of time you
have available and review the subject matter you agreed to discuss. It is also a
good idea to tape record your interview and to tell the reporter you are doing
so.
3. Take the Initiative ― Begin by giving the reporter “background” or bring him
up to speed with a “snapshot” of the issue. Don't assume the reporter has a
thorough knowledge of your subject.
4. Flag Your Message Points ― Before the interview, decide what points you
want to make and write them down. Refer to your notes during the interview
and repeat your key points at least once or twice. Call attention to them with
signal words like, “We see a trend developing toward…,” or “Doctors tell
us…” or “Something we haven't talked about before…”
5. Stay on Track ― Avoid rambling. If you drift off topic, try to find your way
back. Interrupt yourself and refocus the reporter with a phrase like “What's
really important here…” or “The point I want to make is…”
6. No Secrets –– Don't go off the record. Period.
7. Summarize ―At the end of the interview, review your key points for the
reporter and be certain that any technical or complex subjects are clearly
understood. Invite follow-up calls by the reporter.
8. Be Alert and Friendly ― The toughest questions often come near the end of
an interview or after you think specific topics are done being discussed. Be
prepared for these techniques, as well as for “casual” questions that are asked
after the interview is presumably over. At the same time, maintain a friendly,
helpful attitude regardless of the reporter's approach. If you prepare and
provide useful, interesting information, everyone's needs will be served.
9. For interviews over the telephone, try standing up. When you stand, you tend to have
more energy and enthusiasm. Reporters can pick this up over the phone.
The Panel/Press Conference
Participating in a panel discussion or press conference provides you with a unique
opportunity to communicate a point of view––even in an adversarial environment.
Panels and press conferences are often more spontaneous than speeches or interviews,
and they allow an audience immediate contrast of views.
Keep in mind a few key objectives before participating in a panel or press conference:
1. You want to win the war, not necessarily the battle. Determine the real
audience you are trying to reach or convince. It's usually not the other
panelists or the media. You will never convince an anti-vaccine advocate
that vaccines are good. But you can sway the real audience―the general
public, a commission, and legislators.
2. Prepare. Your time is limited in any panel discussion or press conference.
Anticipate opposing positions and arguments. For ease of reference, list
your key message points on a large index card or piece of paper. Be ready
to tag onto other statements. Use the Bridging Technique to get back to
your main point. Try to repeat your key message two or three times during
the discussion.
Questions to Ask Before The Panel
1. What are the themes and subthemes of the occasion. How is it being
promoted?
2. Who are the other panelists? What are their points of view?
Prejudices?
3. Who is the moderator?.What is his or her perspective?
4. Will you have an opportunity for opening and closing statements?
5. What's the physical environment? Is there a panel setup? Are there
microphones, water pitchers, and audience seating? Are you expected
to talk from your seat or go to the lectern?
6. Can you appear with a colleague? (It's usually more effective if two
people can represent the same organization.)
7. Can you bring reading material and brochures to leave for the
audience?
How to Prepare for a Panel/Press Conference
1. Craft an opening statement that addresses what makes the event
newsworthy.
2. Have your Message Points ready and be prepared to Bridge back to
them when answering questions.
3. Practice Q&A in advance. List all the questions you can possibly
anticipate and practice your responses.
4. Know the reporters and their publications, points of view and any
previous stories covering the same issue This is especially important
for trade media.
At the Panel/Press Conference
1. Arrive early. Introduce yourself to the moderator and other panelists. If
seating is not prearranged, find the best seating positions. Just because
you were invited, don’t assume you’re a guest. Double-check
everything from format and speaking order to microphones, lecterns
and water pitchers.
2. Set up visuals aids if you’re using them.
3. Take a few moments to relax. Stretch and limber your muscles and
your voice.
4. Look over your Message Points just before joining the panel. Take a
few deep breaths before your turn to speak.
During the Discussion
1. Lean in when you speak. This shows more commitment and allows for
greater breath supply.
2. Maintain eye contact with the person who is talking or the person you
are talking to. However, when responding to a panelist, shift your eye
contact to members of the audience.
3. Be flexible on the course of the discussion. But as much as possible,
stick with your game plan and Bridge to communicate your messages.
If you are appearing with a colleague, decide in advance who should
address which issues. Pick a team leader who can respond to
unfocused questions or those not directly in your area of expertise.
4. Look for opportunities to “tag on” when your colleague or another
panelist has finished talking. Unless very strict rules have been set up,
you don't have to wait your turn. Signal the moderator with a hand
gesture or use a word or two to make natural transition. Key words to
use: “I’d like to add. . .” “From our perspective. . .” When a
colleague/co-panelist is talking, your job is to think of the specific
Message Points that drive home the general answer. This shows a team
approach and helps build audience retention of your message.
5. Keep your sense of humor. Don't take comments personally,
particularly in an adversarial discussion. Enjoy the opportunity to
deliver a message to an audience.
After the Panel/Press Conference
1. Make yourself available for informal conversation with members of
the audience.
2. Tell reporters that you are available for follow-up.
3. Tell panel organizers that, subject to your schedule, you are willing to
appear at other discussions.
4. Leave printed material behind with a contact telephone number or
address.
Satellite Interviews
A satellite interview is an opportunity for you to tell your story in individual interviews with
television stations across the country or across town -- and do it from your chair.
Sitting in a studio, you respond to questions from a succession of local reporters, anchors and
TV personalities. The format allows you to convey your message to local markets––
particularly on breaking news stories without the time and hassle of travel.
For TV stations, the satellite interview provides an opportunity they seek––to have their
reporters localize a national story though a direct interview with you, the prime news source.
Most of the basic rules for other news media interviews apply. What's different and
challenging is getting comfortable when a camera lens is staring you in the face and the
reporter's questions come through an earpiece. The audience usually does not know you are
in a remote location, so the more comfortable you are with the technology the better your
answers will be.
Most satellite interviews are taped. (You should be told in advance if any interviews are
live.) Reporters are usually looking for one or two answers to edit into a piece. Being aware
of the following factors will increase your comfort level and allow you to provide better
answers.
The Camera ― In satellite interviews, it's important to look into the camera when
listening and responding. Talk to the lens as if you're having a conversation with a
reporter. Here are a few ways to be conversational: have a mental image of the reporter,
pretend you're talking to the camera person behind the lens, or think of someone you
want to talk with.
Microphones ―Act as if the microphone is always on. Since you can't see the reporter or
technicians, be aware that the station may be rolling tape before and after the interview.
The next station may have tuned into the end of an interview and may be taping before
you are aware of it. Use the “sound check” or “mic check” to state your name, with
correct pronunciation and spelling, and add a positive statement you wish to
communicate in the interview. This satisfies the technical requirement of sound balance
and perhaps provides a subject area for the interviewer to explore.
Ear Pieces —You will hear questions through a single ear piece that is not visible to the
audience. Work with the technician to make sure it fits right and is comfortable. If you
can't hear the questions, or if the earpiece is not comfortable, let the technician know
immediately.
Time ― Most satellite interviews are very short, with most being no more than three to
five minutes live. This small amount of time makes it critical that you communicate your
key points in response to the first few questions. Keep your answers short and to the
point––about 30 seconds or less for each.
Bridging ― Reporters who conduct satellite interviews usually have less research and
background than print or electronic reporters who travel to your location. They are
usually looking for your story. Usually you will get straightforward questions. But be
prepared to Bridge and communicate the points you have prepared. To help plan your
Bridges, find out if other people will be interviewed as part of an edited story or if they
will join you in a live interview.
Localize Your Story ― Even though you may not be physically in the city where the
story will be reported, reporters like to have a local angle. Try to find a way of
mentioning the city, state, or region during an answer––perhaps with a local anecdote or
visual reference. Local immunization rates or existing programs to increase them would
be a good choice.
Keep Your Energy Up ― Satellite interviews often consist of ten or more interviews.
Each interview is fresh and unique to the reporter. Between interviews, try to stretch and
pump up your energy.
Use Signal Words and Repetition ― One way to help the editing process is to repeat a
message in a short interview. This increases the odds that this point will be used in the
story. When you start an answer with phrases such as “What's important here...” or
“Something I’d like to emphasize...” or “The critical point...,” you increase the likelihood
that this quote or sound-bite will be used.
Live Interviews ― Use the reporter's first name to make the interview more
conversational. Be aware of time limits. If you are cut off during an answer, it's usually
because the reporter has a time pressure. To localize a story, place a cue card with the
city and reporter's name under the camera lens.
Prepare, Prepare, Prepare ― Like any news story, it's important to know your Copy
Points/Message Points in advance. Bridge on questions that don't allow you to readily
score points. Remember, only one or two quotes will be used.
Before You Arrive
1. Watch the program to learn the format, interviewer's personality,
length of interviews, attitude toward industry, and audience.
2. Read newspapers and watch television to catch breaking news.
3. Prepare. Do research to come up with Message Points, tips for the
audience, visualizations and "Gee Whiz" information.
4. Plan your schedule to arrive at least one-half hour before your studio
appearance.
At the Studio
1. Introduce yourself to the producer, host, or other contact person.
Review the agreed format and subject areas of the interview.
2. Ask to see the studio for the set arrangement. Sit in the chairs to gauge
your comfort level and the lighting. Ask for changes if appropriate and
if there is enough time.
3. Allow studio personnel to put makeup on you. It will make you look
better.
4. Drink water or warm tea with lemon to loosen up your throat. Avoid
milk products and powdered donuts.
5. Take a few minutes to relax and refresh yourself.
6. Remind yourself of the two or three messages you want to
communicate.
On the Set
1. Introduce yourself to the host if you haven't done so yet.
2. Maintain good posture, eye contact and gesture rules.
3. Give a full microphone check, including a Message Point.
4. Be the good guy and stay positive. Remember it's the audience you are
trying to reach, not the interviewer.
5. Wait for the all clear signal.
6. Smile. Enjoy yourself!
Dress Guidelines
The general rule is that your clothing should not call attention to itself. In other
words, what you wear should not interfere with the message you want to deliver.
Err on the side of conservative clothes.
Keep in mind that in different geographical areas and business situations,
these rules will vary. For example, in some parts of the country, the standard
pinstriped suit does not go over as well as something less formal.
Following are some general rules:
For Men:
 Suits: Navy or gray, plain or pinstripes.
 Shirts: Pastels -- blue, yellow, pink, off-white -- work best for television.
Long sleeves give a finished took.
 Ties: Solid, or simple patterns. Burgundy or maroon show up best.
 Tiepins: Try to avoid wearing anything that calls attention to itself, unless
you want to refer to it––such as a ribbon.
 Vests: Optional in standup presentations or speeches. Not recommended
for TV. Vests add 10-15 pounds to your looks, bunch up when you are
seated and warm you up!
 Shoes: Make sure they are polished.
For Women:
 Dresses/skirts are preferable.
 No linen―it wrinkles too much!
 Stay away from polka dots and plaids.
 Scarves. A simple one softens your face and makes you seem more
approachable
 Jewelry: Keep it simple. A wedding band, stud earrings and a watch are fine.
No dangling earrings or clunky jewelry, particularly on radio or TV, as
listeners will be focused on the clink of your jewelry rather than your words!
Interview Self-Assessment
Impression/Attitude
 Eye Contact
 Body Language
 Voice
Messages
 Clear statement of your point of view
 Negatives communicated or agreed to
 Quotability
Points to work on
 Control
 Quotes
 Playing Defense
Know Your Audience and Your Facilities
The Personal Appearance
It can be a speech, testimony or a Q&A session with a local support group. The important thing
is to institutionalize the way you look at each appearance. Use the checklists below to prepare
yourself.
Audience Profile
Before any presentation or interview, you should take a good look at the composition of your
audience. Knowing the audience will help you create and tailor your message, and anticipate
questions and concerns. Here are some factors to consider.
1.
Who are they?
 Age, Sex, Profession, Income, Attitude, Personalities
2.
What do they know about the subject?
3.
What is their interest in the subject?
4.
What is their relationship with you?
5.
What do you have in common with them?
 Factors -- Occasion, Affiliation, Profession, Skills, Common
Personal/Professional Goals
6.
What is your purpose?
 Inform
 Solve Problems/Arrive at Decisions
 Persuade
 Agree on a Course of Action
 Sell
Presentation Checklist
This is the information you need to know or have prior to the event.
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Occasion
Time of Presentation
Length of Presentation
 Format
Speech with Q&A
Panel

Setup of Presentation Room
Workshop
Seating
Interview
 Lights
 What Precedes and
 Microphone and Sound System
Follows You
 Lectern
 Easel and Flip Charts
Slide and Overhead Projectors
and Backups
VCRs & Video Monitors
Speeches
Handling the Question & Answer Session
There are four reasons why the question and answer period after a speech or presentation
is considered the most important part of your talk.
1. This is the first time the audience is interactive and can
participate in an exchange of information.
2. You can reemphasize important points.
3. You can introduce new, positive information.
4. The last things said are remembered longest.
Preparation and energy are two key ingredients of the Q&A. The benefit of a successful
Q&A is reinforcement of the major message in your presentation. If a presentation is
planned without a Q&A, the dynamic presenter almost always will request (insist on) this
time.
Here are several key items for handling the Q&A:
1. Set Ground Rules ―Tell the audience how you plan to proceed. Ask the
questioners to stand or to raise their hands if they have questions. Ask
questioners to identify themselves by name and affiliation. If you want
only one question per person, say so. If you set ground rules, they are easy
to enforce.
2. Don't Repeat Questions ― In rooms where everyone can hear the
questions, and in most news conferences, there is no need to repeat a
question. When you need time to think, you may wish to restate or
rephrase questions. As you rephrase a hostile question, take out the
negatively charged words
3. Take the Tough Questions First –– Show the audience that you're willing to
confront controversial issues. A thorough audience profile and careful
preparation should enable you to anticipate these questions. This strategy
allows you to build confidence as you go along.
4. Bridge Answers as Often as Possible ― Whenever you have the chance,
Bridge from the direct answer to an answer that covers the larger issues in the
question. Employ an attitude that says if the question comes from one person
in the room, it belongs to the entire audience. This gives you the right to
broaden the answer to include other interests.
5. Move from Behind the Lectern ― If at all possible, get away from the lectern
and walk into the audience. This shows greater openness and willingness to
deal with questions. Logistics and microphones may prevent this movement,
but you can usually get a lavaliere microphone if you request it in advance.
6. Make Effective Use of Eye Contact ― While listening to a question, look
directly at the questioner. Keep strong eye contact as you pause and think of
your answer. Begin your answer looking at the person who asked the question.
Then after a few seconds you can move your eye contact to others in the
audience. This shift is also your cue to broaden your answer with information
for the entire audience. At the end of your answer, finish looking at someone
other than the questioner. If you conclude with your eyes on the original
questioner, he or she will be tempted to ask a follow-up, despite a ground rule
of one to a customer. An exception is when the “power” person asks the
question; you may want to finish your answer looking at that person.
7. Be Prepared With Questions for Yourself ― Occasionally, an audience will
be slow to ask questions. You should always be prepared with a question or
two: “A question that is frequently asked about this subject is…” or “Just
before we started, John Doe asked me…” This tactic should stimulate the
audience to ask other questions.
8. Keep It Moving ― The audience has just listened to you speak for a period of
time. Your answers should be fairly crisp and to the point, 30-90 seconds as a
rule. You can still answer and Bridge in this period of time.
9. Leave on a High Note ― After a reasonable time––or after a signal––you
should wind up the session. A favorite technique is to ask for one or two more
questions. If the first one is an easy one, or you have made a positive Bridge
on your answer, you can use that as an opportunity to exit. If you don't handle
the first question very well, you can then take a second one. If both questions
are difficult, you should always have a 30-second summary of your
presentation so that you can leave the audience with a positive message.
10. Close With Dignity ― Following your last answer or summary statement,
pause for a count of two or three, smile, take off your microphone and gather
your papers. Then walk off with the same dignity that you demonstrated as
you approached the lectern.
Sample Media Q & A
Q. What is PKIDs?
PKIDs (Parents of Kids with Infectious Diseases) is a group of parents whose children have been
affected by diseases—many are diseases that could have been prevented by a vaccine. We are
worried that other children might suffer from diseases that are vaccine-preventable and want to
make sure that doesn’t happen to them. We work to keep immunization rates high.
Q. Why do you think it’s necessary to talk about vaccines?
We know the impact of infectious diseases because we’ve seen our kids suffer from them.
Because vaccines have been so effective in preventing disease in the United States, some parents
aren’t aware of how devastating these diseases can be and how much of a threat they pose to
their children. If you’re not familiar with something, you don’t think much about it. We want to
make sure everyone thinks about the diseases that vaccines prevent and then immunizes their
children.
Q. Why do we need vaccines?
Vaccines work. They prevent disease in people every day. Before they came into routine use, too
many children and adults died every year from terrible diseases. We’re very lucky that vaccines
have controlled diseases such as polio and measles, but we can’t rest on past achievements.
Some of these diseases still circulate and are under control only because we vaccinate almost
everyone. Not everyone is able to be vaccinated because of medical issues. This makes it all the
more important that all those who can be vaccinated do so, in order to protect the rest of the
community from infection.
Q. Aren’t you worried about vaccine side effects?
The harm from infection is much more worrisome to us than the minor side effects of vaccines.
There is no question that when you compare the risk of vaccines to that of disease, vaccines are
clearly the safer choice. The bottom line is that vaccines save lives. Avoiding vaccination is just
substituting a different kind of risk – and one that is much more dangerous.
Q. It was one thing when kids just got one or two shots. Now they receive many. In
addition to all these shots hurting, isn’t it too much for the immune system?
There’s good news about the immune system. A study was published in Pediatrics (January
2002 by Dr. Paul Offit) that shows the immune system can respond to 10,000 vaccines in a
single day and still not use up its capacity to respond. Kids today are actually exposed to very
few antigens, which are the pieces of vaccines that provoke an immune response. The number of
individual antigens has decreased because scientists have figured out how to get more of an
immune response with fewer pieces. The immune system clearly can tolerate many, many more
vaccines than it does now.
No parent likes to see their child receive a shot, but remember, your children are going to be
protected from far greater pain—that of contracting the diseases the vaccines prevent.
Q. People who are against vaccination make compelling arguments that they are unsafe
and at the very least, should be optional. How do you respond?
There is a reason that vaccines are mandated to begin with and that is to protect the public’s
health. If vaccines become optional, diseases that are just a memory will return. Some common
diseases such as chickenpox and Hib disease still circulate in our country and are held at bay
because of immunization.
Other diseases, such as measles, circulate in other parts of the world and can do terrible damage
to those who haven’t been immunized, if brought to America.
The price of getting a vaccine-preventable diseases can be more than a parent can bear—mental
disability from Hib disease, pneumonia from chickenpox or liver cancer from hepatitis B. These
are not philosophical or theoretical diseases—they happen too often when kids are unimmunized.
Q. Do vaccines cause autism?
There’s no science-based evidence that vaccines cause autism. We’re parents and we understand
the pain of other parents who have children with serious conditions, and we feel strongly that we
need to depend on the existing science, push for carefully controlled studies when we don’t have
answers, and not jump to conclusions, as hard as that might be.
Q. Many of these diseases no longer circulate or no longer circulate at the same intensity as
in the past. Why bother to immunize against polio, for example, when there isn’t any in
this country?
Polio is a good example of why we need to continue to immunize against diseases that may no
longer be present in the United States. People still get polio in other places in the world, such as
Africa and India. Our world gets smaller with every plane ride and while it is unlikely that
people on those planes will be bringing in the poliovirus, it is possible and has happened. In fact,
not so long ago, polio was brought into Canada by people who had refused to be immunized.
Luckily, there was a high level of immunization in the surrounding community so polio did not
spread beyond the immediate unimmunized contacts.
Q. The only polio caused in this country was from the polio vaccine itself. Why take a
chance?
Until 1997, the United States depended on the live, but weakened oral polio vaccine, which had
been used since the 1960s to control polio, but which would cause polio in about a dozen people
a year. After polio was eradicated from the Western Hemisphere in 1994, the CDC felt that it
was acceptable to use the inactivated vaccine, which is completely safe and does not cause
vaccine-associated polio. There is no risk of contracting it anymore from the vaccine itself.
Q. Can you get diabetes from vaccines?
There have been numerous studies that show that people do not get diabetes from vaccines. One
recent study showed the immunization rates for either Hib or hepatitis B were the same in kids
with diabetes and as those without diabetes. Diabetes, like many diseases, is increasing around
the world, whether or not vaccines are administered.
Q. What about mercury poisoning?
First, nearly all routinely recommended licensed pediatric vaccines in the United States today are
effectively mercury-free. The NIH has studied the levels of mercury contained in the blood of
kids who have been immunized and those who haven’t been immunized and have found them to
be similar. The FDA studied the issue as well and found no evidence of harm from thimerosal,
the preservative that contains ethylmercury, except for minor local reactions.
The CDC and the AAP have said that there was no evidence that the amounts of or the type of
mercury used in vaccines as a preservative do any harm. However, they did recommend that it be
removed because people might think that the vaccines were unsafe. We’re all for confidence in
vaccines, but we’re also all for scientific data.
Q. But mercury is in vaccines and it does cause neurological problems in pregnant women
and their fetuses. Aren’t you worried?
Almost all mercury-containing preservatives were removed from vaccines to maintain parental
confidence, not for scientific reasons. The amount of mercury is considered to be trace and
hasn’t been found to cause any health problems in babies or children. However, the diseases that
vaccines protect against can be killers and we think it would be a mistake to substitute a
theoretical risk, at best, for a real one. That’s why it’s important to maintain confidence in
vaccines and vaccination.
Q. What about Sudden Infant Death Syndrome? I’ve heard that the hepatitis B vaccine
can cause it.
Our hearts go out to any one who has had a child who has died and we know how important it is
to try to find the reason. However, the scientific data doesn’t support a link between vaccination
and SIDS.
Q. Why should you immunize a baby for a disease that is sexually-transmitted, such as
hepatitis B?
A baby born to a mother infected with the hepatitis B virus can get the disease from coming into
contact with his or her mother’s blood during the birth process. When babies are infected, up to
90 percent of them remain infected for a lifetime.
We know that hepatitis B is the leading cause of liver cancer. We may actually be able to prevent
this terrible cancer – wipe it out! – if we can immunize against this virus. That’s why babies,
children and adults should all be immunized against hepatitis B.
Q. Why should immunization be mandatory?
Immunization protects individuals and the community at large. The more people who are
immunized, the less disease circulates so that those who aren’t immunized are less likely to be
exposed to harmful viruses and bacteria. This is particularly important to protect babies who
might be too young to be immunized. Recently, two babies died in California because they
caught pertussis (whooping cough) before they were old enough to be vaccinated. The level of
community immunity dropped too low to protect them from the circulating virus. When levels of
immunization drop, disease outbreaks and epidemics result.
If a child isn’t immunized, it is not only risky for the child but threatens the life of others.
Immunization should be considered disease control for the whole community.
Q. Where does PKIDs get its money?
PKIDs takes donations from individuals, companies, government agencies and foundations. It is
a 501(c)(3), which means that contributions are tax deductible—and welcome! We have much
work to do to educate people on why it’s important to immunize.
Q. Do you take money from vaccine companies?
Sure. And from big and small foundations, grandmas and grandpas, moms and dads, the
government and anyone else willing to help our kids. We have an important message: immunize.
Our kids have suffered from vaccine-preventable diseases. We want to stop this terrible waste so
we tell parents—play it safe, vaccinate!