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Place attachment is important for children and youth's disaster preparedness, experiences, recovery, and resilience, but most of the literature on place and disasters has focused on adults. Drawing on the community disaster risk reduction, recovery, and resilience literature as well as the literature on normative place attachment, children and youth's place-relevant disaster experiences are examined. Prior to a disaster, place attachments are postulated to enhance children and youth's disaster preparedness contributions and reinforce their pre-disaster resilience. During a disaster, damage of, and displacement from, places of importance can create significant emotional distress among children and youth. Following a disaster, pre-existing as well as new place ties can aid in their recovery and bolster their resilience moving forward. This framework enriches current theories of disaster recovery, resilience, and place attachment, and sets an agenda for future research.

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Lessons learned from a creative methods approachYouth Creating Disaster Recovery & Resilience (YCDR 2 ) is a crossborder initiative aimed at learning from and with disaster-affected youth 13 to 22 years of age in Joplin, Missouri, in the United States, and Slave Lake, Calgary and High River, Alberta, in Canada.Each of these communities experienced major disasters and were in the early stages of recovery when they were selected for this study. Working with local partners in each community, YCDR 2 faculty and students engaged youth in experiential and arts-based workshops to explore their stories of recovery and resilience. The questions framing this research project focused on the people, places, spaces and activities that helped or hindered the recovery process for youth and their peers.Beyond the practical and theoretical advances of the work, which are described elsewhere Fletcher et al. 2016), the project offers a number of methodological contributions and lessons learned about community and youth engagement and processes that simultaneously highlight the capacities of youth, generate data, and provide novel options for knowledge mobilisation in disaster research and practice. This article, therefore, describes the YCDR 2 engagement and research process and elaborates on the opportunities and challenges associated with establishing youth-community-academic partnerships in postdisaster contexts. PARTICIPATORY RESEARCH WITH CHILDREN AND YOUTHThis research was grounded in a participatory orientation, and the flexible research and engagement strategy mirrors some of the concurrent data generation and analysis strategies of grounded theory (Strauss & Corbin 1997). This approach allowed us to be flexible and responsive in the emergent and shifting contexts of diverse post-disaster environments (also see Brown 2009). Furthermore, it supported our ability to adapt each research workshop to suit the unique needs and capacities of each community, the youth with whom we were working and the research team.