Public perception of flood risk and flood risk information is often overlooked when developing flood risk management plans. As scientists and the public at large perceive risk in very different ways, flood risk management strategies are known to have failed in the past due to this disconnect between authorities and the public. This paper uses a novel approach in exploring the role of public perception in developing flood risk communication strategies in Europe. Results are presented of extensive quantitative research of 1375 questionnaire responses from thirteen communities at risk across six European countries. The research forms part of two research projects funded under the 2nd ERA-Net CRUE Funding Initiative: URFlood and FREEMAN. Risk perception is conceptualised as a pillar of social resilience, representing an innovative approach to the issue. From this process recommendations are identified for improving flood risk management plans through public participation.

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Concerns for environmental issues are important drivers of sustainable and pro-environmental behaviors, and can be differentiated between those with a self-enhancing (egoistic) vs. self-transcendent (biospheric) psychological foundation. Yet to date, the dominant approach for promoting pro-environmental behavior has focused on highlighting the benefits to others or nature, rather than appealing to self-interest. Building on the Inclusion Model for Environmental Concern, we argue that egoistic and biospheric environmental concerns, respectively conceptualized as self-interest and altruism, are hierarchically structured, such that altruism is inclusive of self-interest. Three studies show that self-interested individuals will behave more pro-environmentally when the behavior results in a personal benefit (but not when there is exclusively an environmental benefit), while altruistic individuals will engage in pro-environmental behaviors when there are environmental benefits, and critically, also when there are personal benefits. The reported findings have implications for programs and policies designed to promote pro-environmental behavior, and for social science research aimed at understanding human responses to a changing environment.

A framework of guiding recommendations for effective pre-flood and flood warning communications derived from the URFlood project (2nd ERA-Net CRUE Research Funding Initiative) from extensive quantitative and qualitative research in Finland, Ireland, Italy and Scotland is presented. Eleven case studies in fluvial, pluvial, coastal, residual and "new" flood risk locations were undertaken. The recommendations were developed from questionnaire surveys by exploring statistical correlations of actions and understandings of individuals in flood risk situations to low, moderate and high resilience groupings. Groupings were based on a conceptual relationship of self-assessed levels of awareness, preparedness and worry. Focus groups and structured interviews were used to discuss barriers in flood communications, explore implementation of the recommendations and to rank the recommendations in order of perceived importance. Results indicate that the information deficit model for flood communications that relies on the provision of more and better information to mitigate risk in flood-prone areas is insufficient, and that the communications process is very much multi-dimensional. The recommendations are aimed at addressing this complexity and their careful implementation is likely to improve the penetration of flood communications. The recommendations are applicable to other risks and are transferrable to jurisdictions beyond the project countries.

Restoration involves individuals’ physical, psychological, and social resources, which have diminished over the years in the process of meeting the demands of everyday life. Psychological restoration can be provided by specific environments, in particular by natural environments. Studies report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Two field studies in two Italian primary schools tested the hypothesized positive effect of recess time spent in a natural (vs. built) environment on pupils’ cognitive performance and their perceived restorativeness, using standardized tests. In Study 1, children’s psychological restoration was assessed by measuring sustained and selective attention, working memory, and impulse control, before and after the morning recess time. Team standardized playtime was conducted in a natural (vs. built) environment, and the perceived restorativeness was measured after each recess time. Results showed a greater increase in sustained and selective attention, concentration, and perceived restorativeness from pretest to posttest after the natural environment condition. In Study 2, the positive effect of free play recess time in a natural (vs. built) environment was assessed during the afternoon school time on sustained and selective attention and perceived restorativeness. Results showed an increase in sustained and selective attention after the natural environment condition (vs. built) and a decrease after the built environment break. Higher scores in perceived restorativeness were registered after the natural (vs. built) environment condition. Team standardized playtime and individual free play recess in a natural environment (vs. built) support pupils’ attention restoration during both morning and afternoon school times, as well as their perceived restorativeness of the recess environment. Theoretical and practical implications are discussed in terms of nature’s role both for the school ground design or redesign and for the organization of the school’s activities.