Psychosocial disaster preparedness for school children by teachers

Raj, Amrita; Kasi, Sekar

doi:10.1016/j.ijdrr.2014.12.007

Cited by 42 publications

(42 citation statements)

References 1 publication

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“…aster, Volcano Video Productions, n.d.). Most of these DRR games target preferentially a young audience as children are known to be a vulnerable group (Elangovan and Kasi, 2015;UN/ISDR, n.d.). Once educated about DRR, children are considered to contribute more than adults to a change towards a more proactive preventive approach to disasters (Johnson et al, 2014).…”

Section: Hazagora As a Gamementioning

confidence: 99%

<i>Hazagora: will you survive the next disaster?</i> – A serious game to raise awareness about geohazards and disaster risk reduction

Mossoux

Delcamp

Poppe

et al. 2016

Nat. Hazards Earth Syst. Sci.

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Abstract. Natural disasters are too often presented as resulting from extreme natural phenomena affecting helpless populations, with people being insufficiently aware of the factors leading to disasters and of the existing strategies to mitigate their impacts. We developed a board game aimed at raising awareness about geohazards and disaster risk reduction strategies. The target groups are (1) secondary school students and citizens and (2) scientists and stakeholders involved in risk management activities. For the first group, the aim is to induce a better understanding of the geohazards and disasters they are confronted with in the media or in their daily lives; for the second, the objective is to generate discussion about risk management strategies. The game was tested with students in Belgium and with citizens, earth scientists, and risk managers in several African countries. Based on analysis of the most common game strategies observed, the players' reactions during the game, and their answers to a short questionnaire, we analyzed the main learning outcomes conveyed by this game. The game Hazagora appears to positively enhance the players' insights into processes involved in disasters. As such, the game is an effective, fun learning tool to introduce participants to the concepts of geohazards and disasters and to generate discussion.

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Section: Hazagora As a Gamementioning

confidence: 99%

<i>Hazagora: will you survive the next disaster?</i> – A serious game to raise awareness about geohazards and disaster risk reduction

Mossoux

Delcamp

Poppe

et al. 2016

Nat. Hazards Earth Syst. Sci.

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“…A large body of literature (MacNeil and Topping 2009;Zantal-Wiener and Horwood 2010;Momani and Salmi 2012;Brown et al 2014;Elangovan and Kasi 2015;Johnston et al 2016;Shiwaku et al 2016) is available on what schools need to do to cope with disaster risks. But there is a dearth of literature that assesses the nature and levels of emergency preparedness efforts in schools.…”

Section: Introductionmentioning

confidence: 99%

“…But there is a dearth of literature that assesses the nature and levels of emergency preparedness efforts in schools. The majority of these studies have been conducted in the United States, although other studies from the UK and Europe (MacNeil and Topping 2009; Zantal-Wiener and Horwood 2010), Australia (Brown et al 2014;Johnston et al 2016), the Middle East (Hosseini and Izadkhah 2006;Momani and Salmi 2012), and Asia (Elangovan and Kasi 2015;Shiwaku et al 2016) have developed an international perspective on school emergency readiness. This international concensus shifts the center of attention from school preparedness at the state level towards gathering data from individual schools, which more accurately reflects the actual levels of preparedness Ramirez et al 2009).…”

Section: Introductionmentioning

confidence: 99%

Schools’ Flood Emergency Preparedness in Khyber Pakhtunkhwa Province, Pakistan

Shah¹,

Ye²,

Lü³

et al. 2018

Int J Disaster Risk Sci

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Pakistan is highly exposed to climate-induced disasters, especially floods. Flooding history shows that educational establishments have been disproportionately hard-hit by flooding events. In Pakistan, school safety and preparedness is still a choice, rather than a mandatory requirement for all schools. But schools in Pakistan do have a responsibility to keep safe the students in their care, especially during and after the catastrophic events. This implies the need to maintain the environment in and around school property, so as to minimize the impacts of floods and to have the mechanisms in place to maximize a school's resilience. This study examined the emergency preparedness activities of 20 schools in four districts of Khyber Pakhtunkhwa Province that had recently been severely affected by floods. Through face to face interviews and a structured questionnaire (n = 100) we collected data on the four pillars of emergency preparedness: emergency planning, preparation measures, safe school facilities, and hazard education and training. The study revealed that the majority of the sample schools had experienced more than one natural hazard-induced disaster, predominantly flooding, yet despite this had not undertaken adequate emergency preparedness activities. There are particular gaps with regard to plans for students with disabilities, the continuity of school operations after a disaster, the presence of maps to identify evacuation routes, the availability of emergency equipment and resources, disaster preparedness guidelines, and psychological first aid and crisis counseling. The strengths, weaknesses, opportunities, and threats analysis that our researchers carried out indicates that, although schools in the survey have taken many steps towards flood preparedness, many weaknesses still exist and there remain significant opportunities to strengthen the preparedness level of many schools. The goal of this study is to inform policy decisions that improve school safety in Pakistan and to suggest the priority areas for future school disaster preparedness and management efforts.

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“…Each of these is often discussed at different scales and each involves a variety of methods that seek to provide access to knowledge on safer building. There is a need to integrate theory of these postdisaster educational programs relating to safe shelter construction, building upon complementary work conducted in other sectors, such as psychosocial preparedness (Elangovan and Kasi 2015) and risk communication (Cole and Murphy 2014).…”

Section: Household Knowledge Acquisition After Disastersmentioning

confidence: 99%

Household construction knowledge acquisition in post-disaster shelter training

Opdyke

Javernick‐Will

Koschmann

2018

International Journal of Disaster Risk Reduction

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The incorporation of safer building practices into shelter after disasters continues to plague recovery efforts. While limited resources are one potential cause, evidence from case studies suggests that poor adoption of safer construction may stem from a knowledge deficit. Despite these shortcomings, previous research has done little to examine the current state of construction education and training in post-disaster shelter and housing, and there is lacking evidence to support how households acquire new knowledge of construction practice. Examining nineteen shelter projects in the Philippines following Typhoon Haiyan, training methods were categorized using Kolb's experiential learning theory poles. Fuzzy-set qualitative comparative analysis (fsQCA) was then used to analyze the impact of these methods on community construction knowledge. Findings reveal that households acquired knowledge either through a combination of formal training methods that encompassed reflective observation, active experimentation, and concrete experiences or alternatively through observation of on-site construction activities.

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Psychosocial disaster preparedness for school children by teachers

Cited by 42 publications

References 1 publication

<i>Hazagora: will you survive the next disaster?</i> – A serious game to raise awareness about geohazards and disaster risk reduction

<i>Hazagora: will you survive the next disaster?</i> – A serious game to raise awareness about geohazards and disaster risk reduction

Schools’ Flood Emergency Preparedness in Khyber Pakhtunkhwa Province, Pakistan

Household construction knowledge acquisition in post-disaster shelter training

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Psychosocial disaster preparedness for school children by teachers

Cited by 42 publications

References 1 publication

&lt;i&gt;Hazagora: will you survive the next disaster?&lt;/i&gt; – A serious game to raise awareness about geohazards and disaster risk reduction

&lt;i&gt;Hazagora: will you survive the next disaster?&lt;/i&gt; – A serious game to raise awareness about geohazards and disaster risk reduction

Schools’ Flood Emergency Preparedness in Khyber Pakhtunkhwa Province, Pakistan

Household construction knowledge acquisition in post-disaster shelter training

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Product

Resources

About

<i>Hazagora: will you survive the next disaster?</i> – A serious game to raise awareness about geohazards and disaster risk reduction

<i>Hazagora: will you survive the next disaster?</i> – A serious game to raise awareness about geohazards and disaster risk reduction