Psibook

To advise students on effective strategies for asking for help during emergencies, you can draw from various psychological studies and principles beyond Robert Cialdini’s work. Here are some evidence-based recommendations:

Direct Addressing

While directly addressing someone with specific instructions (e.g., "You in the red shirt, please assist me.") can be effective, it may not always work in chaotic situations where attention is divided. Studies on compliance and social influence indicate that this method can increase the likelihood of getting a response, but it’s not foolproof.

Use Clear and Specific Language

Research shows that clear and specific language is more likely to elicit action. Instead of shouting "Fire!" which may cause confusion if there isn't an actual fire, you might say:

• "Someone needs CPR over here!"

• "I need someone who knows first aid immediately!"

Shouting Specific Terms

While the study by Shotland and Stebbins (1980) did not support shouting "Fire" for general help, other terms that indicate a specific emergency can be more effective. For instance:

• "Medic needed here!"

• "Call 911!"

Appeal to Bystander Effect and Social Responsibility

Studies on the bystander effect show that people are more likely to help if they feel a sense of collective responsibility. You can frame your request in a way that appeals to this:

• "Everyone, we need first aid assistance here!"

• "Looking for any first responders or medical professionals in the area."

Non-Verbal Cues

Non-verbal cues can also be crucial. Pointing towards the person needing help and making eye contact with potential helpers can draw attention effectively:

• Point towards the victim while calling out.

• Make direct eye contact with bystanders to engage them.

Practice Scenarios

Role-playing different emergency scenarios can improve your students’ confidence and preparedness. They should practice asking for help in various ways, learning from each other's experiences and feedback.

Training and Education

Ensure that your students are well-trained in recognizing different types of emergencies and the appropriate responses:

• Teach them to assess the situation quickly.

• Provide scenarios where they practice deciding who to call for help and how to do it effectively.

Debriefing After Incidents

If a real emergency occurs, debriefing afterward can provide valuable insights. Ask what worked well and what could be improved:

• "What did you find effective in getting someone’s attention?"

• "Would you change anything about how you asked for help?"

Cultural Considerations

Be mindful of cultural differences that might influence how people respond to requests for help. Tailor your advice accordingly.

By incorporating these strategies, you can provide your students with a well-rounded approach to effectively seeking help during emergencies.