Page 92 - Sustainability Communication Interdisciplinary Perspectives and Theoritical Foundations

6 Psychological Aspects of Sustainability Communication 75

Cognitive strategies try to influence cognition and knowledge of environmental
conditions and changes by working with information and educational approaches
(therefore, they are often summarized under the label of ‘education’). In this context
issues of information presentation, communication media, but also the characteristics
of the communicator and the recipients are of special significance. However, more
effective than pure information is concrete feedback about individual success and
failure as well as learning from models – an example of an antecedent strategy.
Other examples include prompts (e.g. signs or posters), self-defined or adopted
goals and private or public commitments. Consequence measures, which as a rule
are less effective than antecedent ones, mainly work with reward and punishment,
but also with individual or collective feedback.
In general, it can be said that a combination of intervention instruments will only
be successful in promoting sustainable behaviour if it takes into consideration
specific target groups (e.g. car drivers, nature conservationists or tourists), fields of
action (e.g. mobility or conservation of nature) and specific contexts (workplace,
place of vacation or suburban dwellings). A fundamental condition, found in applied
research projects, for advancing sustainable development in specific contexts is the
evaluation of measures (e.g. Dwyer et al. 1993).

Information and Communication

Almost all interventions make use of information and communication. If the emphasis
lies on cognitive or education-oriented intervention, then the focus is on various
kinds of information materials. Social science research however has often confirmed
that information alone is hardly ever effective in changing behaviour. Their effec-
tiveness would improve if the most important principles of information and com-
munication would be taken into account.
Classic communication models involve analysing a number of specific
components:
• Who is the communicator? Competence and credibility are important. In addition
to personal appearance prestige and affiliation with an organization are important.
• What is communicated? This addresses the issue of information content and
design. Attitude and behaviour changes are more likely if there is information
that is accurate, easily understandable, personalized and vividly presented. It
should link to existing beliefs, interests and the knowledge of the recipients, or
target groups, so that it is able to attract attention and can be understood. Since
the presentation of facts can also be used to evoke emotions (joy, fear etc.), it is
useful to consider the research findings on the effects of emotions on attitude
change or behaviour modification.
• What is the intention or function of a communication situation? Kaufmann-Hayoz
and Gutscher (2001) suggest a useful distinction between communication instru-
ments without direct request or with direct request. The first type of communication
presents facts, options, standards and objectives as well as model behaviour or