Module 3 Scoping Goal The goal of scoping

Module 3: Scoping Goal: The goal of scoping is to identify issues that should be addressed in the HIA and describe key aspects of the health status and demographics of the population that will serve as a baseline to assess health impacts. Health Impact Assessment for Healthy Places: A Guide for Planning and Public Health

Module 3: Objectives • Define scoping and describe steps • Assess which impacts are likely to be important and can be addressed • Identify the types of information to gather • Determine indicators for analysis • Determine geographical, temporal, and population parameters • Determine how community members can contribute • Define the challenges

The Purpose of Scoping • Establishes the foundation for conducting the health impact assessment • Designs and plans the HIA • Highlights key issues that will be considered

Steps in the Scoping Process 1. Establish ground rules 2. Define the HIA 3. Gather baseline information 4. Specify what impacts to assess 5. Create a logic framework summarizing the relevant causal linkages 6. Consider assessment models

Establish Ground Rules • Clarify roles of stakeholders and partners • Determine who has final authority to decide the scope of the HIA • Set timelines • Establish responsibility for convening meetings and other administrative tasks

Define the HIA • Establish boundaries for the HIA: – Geographical – Temporal – Population • Identify needed resources • Identify partners • Describe the intended impacts

Baseline Information Gathering • Describe the characteristics of the population • Identify at-risk groups • Describe the health status of the population • Define environmental conditions of the target population • Identify quality and quantity of affordable housing

Finding the Information • Gray literature • Peer reviewed literature • Key informants or stakeholders who provide local information • Experts in relevant fields who can identify the health related outcomes

What Impacts to Assess? • Qualitative § Is easier § Takes less time • Quantitative § Is more complicated § May require modeling skills § Needs high quality baseline and impact data § Results are often “viewed” as more credible

Create a Logic Framework The purpose of a logic framework is to: • Organize existing knowledge • Communicate information • Guide analysis

Creating a Logic Framework • Identify how the policy or project will affect health • Identify the health outcomes of interest

Walk to School Logic Framework Policy/ Project Education: safety training Engineering: improve pedestrian facilities, traffic calming Enforcement: increase police presence, crossing guards Dedicated resources: walking school busses Proximal/Intermediate Impacts Health Outcomes walkability safety Motor vehicle use Injury Air and noise pollution Asthma Obesity Physical activity (short-term)

Checklists can also be used For all likely significant impacts • Lots of different checklists available • They perform the same duty as a logic model and one is not superior to the other – it just depends on what people are more comfortable using HIA Screening Checklist of Health Determinants (UCLA Health Impact Assessment Project, April 2002) Potentially significant impact 1 no/unlikely 2 possible 3 likely Are impacts likely to be measurable? 1 no/difficult 2 possibly 3 yes Available data on impacts 1 minimal 2 fair 3 good Biophysical environment Housing conditions Fire, building safety Security Sanitation Indoor air quality (including radon) Asbestos Lead Crowding Affordability and access 1 1 1 1 2 2 2 2 3 3 3 3 1 1 1 1 2 2 2 2 3 3 3 3 Working conditions (includes psychosocial factors 1) Structural safety (including fire, earthquake, etc) Air quality Toxins, biohazards Work task safety Ergonomics Psychosocial (including stress) 1 1 1 2 2 2 3 3 3 1 1 1 2 2 2 3 3 3 School conditions (see Services – Education 2) N/A N/A Water quality Drinking water quality Water quality – waterways and recreational Water availability/Access 1 1 1 2 2 2 3 3 3 Outdoor air quality (including odors) Toxins, carcinogens Allergens, irritants (e. g. particulates, asthma triggers) Nuisance odors 1 1 1 2 2 2 3 3 3 Noise 1 2 3 Disasters, probability/consequences of (see also Services) Earthquakes Floods Fire Storms – hurricane, tornado, wind, lightning 1 1 1 1 2 2 2 2 3 3 3 3 1 1 2 2 3 3 Solid waste (production, disposal and recycling) 1 2 3 Food Supply Food security and access Food purity and contamination Nutritional quality, wholesomeness 1 1 1 2 2 2 3 3 3 Infectious diseases and other biological hazards Infectious disease (see also food purity) Anti-microbial resistance Vector and animal control 1 1 1 2 2 2 3 3 3 1 2 3 Ionizing radiation (ambient, medical) (for radon see: Biophysical env. ) Page 1 of 3

Consider Assessment Models • Most will use a combination of models using quantitative and qualitative data • Quantitative HIAs should not be seen as superior to qualitative HIAs • The most important point is that the HIA has an impact on the decision

Community Contributions • Identify: – potential health pathways and equity effects – available research methods and data sources – potential mitigation strategies • Develop research questions

Actions for Steering Committee • Participate in a collaborative scoping exercise • Determine the highest priority HIA questions and tasks • Assist project staff to synthesize highest priority community issues

Challenges to Scoping • Identifying and prioritizing impacts • Finding sufficient information to complete the HIA • Having enough resources to gather needed information • Keeping the feedback channels open throughout the process