Article

Child-centred risk reduction and school safety: An evidence-based practice framework and roadmap

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Abstract

This paper was developed to stimulate discussion across the broad global community of practice engaged in child-centred risk reduction and school safety, in discussion, co-development and action-planning. The purpose of the research was to develop a framework and roadmap to answer the questions of how to best design, develop, evaluate, and implement child-centred risk reduction (CCRR) and school safety (SS) policies and practices with documented outcomes and impacts, sustainably and at scale? A mixed methods design included 1) a researcher-practitioner survey 2) bibliometric and stakeholder network analysis 3) face-to-face consultations with more than 250 members of the wider researcher-practitioner community in eight locations around the globe, with the aim of identifying research and practice links, gaps and priorities. Collective impact theory was used to build a guiding framework and to elaborate a strategic roadmap for organisations and individuals to move to a new way of working collaboratively and programmatically. Recommendations are elaborated in five areas 1. Promote research-practice collaboration: adopt a common agenda and focus and identify partnerships. 2. Advocate for organisational and sector culture change to support a shift to evidence-based, programmatic agenda and work. 3. Promote evidence-based practice, practice-based evidence and research utilisation. 4. Build capacity, through communities of practice, competency framework, and professional development to ensure best practice in day-to-day work. 5. Future research questions: related to the draft roadmap, a set of logically linked research questions for consideration and discussion by the CCRR/SS community.

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... • Chapter 7 presents concluding remarks, further steps, and advice for future research. Peek (2008) and Petal et al. (2020) highlighted how children are also ignored and considered as passive victims, even when they are often impacted by hazards and are vulnerable. Kasperson and Kasperson (2001) Pachauri et al. (2014), stated that people living in poverty are exposed to persistent, intersecting, and entrenched structural inequalities, making them particularly vulnerable to harm from the hazards unleashed by climate change. ...
... Several studies recommend developing culturally and comprehensive DRR approaches to increase children's participation, reducing the power imbalances between adults and children (PEEK, 2008;CUMISKEY et al., 2015;RONAN et al., 2016). Children are not considered to be passive victims but are actors who can become agents of change to reduce risks and increase resilience within households, schools, and communities (PETAL et al., 2020). ...
... This was especially true with those not from the urban area. This finding emphasizes the importance of involving young stakeholders in discussing and identifying local needs, and to think, debate and propose DRR measures, especially of those voiceless groups such as children, who could potentially become active agents (PETAL et al., 2020). ...
Thesis
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Climate-related events, such as floods, are increasing hazards for societies. They can become a disaster if actions are not taken. Worldwide, they represented around 91% of the total reported events between 1998 and drought2017. In Brazil, related events impacted 51% of the total number affected, followed by floods and landslides (33%). There is a growing recognition that societies contribute to worsening those events, but also to mitigate disasters through the implementation of social innovations, which are long related to lasting innovative activities and services that are motivated by a social need. The objective of this research is to investigate how social innovations could enhance disaster risk reduction (DRR) hydrometeorological events in São Luiz do Paraitinga. A mixed-method approach was considered to collect qualitative and quantitative data. Among the main results, a diverse range of ten preventive social innovations were identified. The actions were preventive social innovations were proposed by different focus groups in different venues and voted t h rough a survey. The social innovations are planned to be conducted by local actors, who need financial and technical resources, and the support of different stakeholders. Besides, it was identified that public policies could support the proposal and implementation of social innovations, which could also contribute to drafting public policies that must attend to social needs to build more resilient and sustainable communities.
... Therefore, considering the increasing trends and occurrences of various disasters in and out of China, the effects of different disaster education methods [38,39], and the collaboration mechanisms between schools, families, and professionals [40,41] should be particularly investigated in the future. Particularly, ways to engage children and adolescents and ways to empower them should be considered as the center for disaster education [42]. ...
... Longitudinal studies are needed, especially in the case of disaster education, because human beings are prone to forgetting a disaster and find it difficult to truly learn from past disasters. Second, we did not investigate the detailed effects of different education methods, education providers and education times of delivery [39,42,44,45]. In practice, schoolteachers are the most common instructors for disaster education; however, many of them lack expertise in this area. ...
Article
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Disaster preparedness serves as a pivotal strategy to achieve the 2030 Sustainable Development Goals. Empowering children and youth in disaster risk reduction through the education system not only enhances present resilience, but also augments future sustainability. This study investigates the mediating role of disaster education between school preparedness and student preparedness, using data from a survey conducted in China, encompassing a substantial sample size of 3675. Employing multiple linear regressions and the Sobel–Goodman tests, the study estimates correlations while controlling for essential confounding variables, such as socioeconomic and demographic characteristics. The results reveal that both school preparedness and disaster education are positively correlated with higher levels of student preparedness. Notably, disaster education plays a mediating role between school preparedness and student preparedness. These findings underscore the paramount importance of seamlessly integrating effective school preparedness and disaster education initiatives, equipping students to confidently navigate potential disasters and emergencies.
... In VSSAF, adopting a child-centered approach in teaching and learning activities is emphasised as it not only takes into account children's unique needs, abilities, and prior knowledge and empowers them to become agents of transformation (Sakurai et al., 2020). In order to do that, schools need to apply child-centered approach and provide incentives for mobilization of students in DRR activities (Amri et al., 2018;Mitchell & Borchard, 2014;Petal et al., 2020). ...
... Existen antecedentes que afirman que los programas de educación en el marco de la reducción de riesgo de desastres para niños y jóvenes generan resultados efectivos (Ronan et al., 2015). En la mayoría de los casos, las estrategias educativas luego son medidas mediante la cuantificación de resultados concretos de las acciones de niños y jóvenes en relación a la resiliencia (Petal, 2020). Esto permite suponer que, si bien la participación de los niños y jóvenes en estos ámbitos puede resultar diversa, existen casos donde el material y las estrategias educativas se realizan sin la participación de los actores. ...
Article
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El mapeo participativo es ampliamente utilizado como herramienta para incluir la participación ciudadana en la gestión del territorio. Sin embargo, en tierras secas de Latinoamérica, el uso de ésta técnica con infancias para la reducción del riesgo de desastres (RRD) no se ha desarrollado ampliamente. Este artículo reflexiona sobre el mapeo participativo como una herramienta eficaz que permite incorporar la participación de niños y niñas en la RRD. Se seleccionó como caso de estudio la escuela Tierra del Fuego (San Juan, Argentina). Los resultados indican que los niños muestran interés por exponer sus percepciones ambientales de manera espacializada. Se concluye que el mapeo participativo es un instrumento útil para incorporar la percepción ambiental de los niños en el diseño de estrategias para la gestión del riesgo que promuevan los derechos de las infancias.
... Disaster risk management (DRM) is integrated into the curriculum of schools, where it is taught as a subject, and DRM courses are made available as part of resilience education [24,25]. These programs include school-based capacity-building initiatives and training in disaster management. ...
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Selo District is one of the districts in Boyolali Regency, which is closest to the peak of Mount Merapi. The study aimed to determine (1) the spatial distribution of elementary schools in Selo district, (2) analyze the level of school’s vulnerability to the Mount Merapi eruption, and (3) the readiness of the safe school to deal with the Merapi mount eruption. This research is a qualitative descriptive study with a spatial approach. They are determining the location and condition of each school by direct observation in the field using GPS; data on school readiness in dealing with volcanic eruption disasters with in-depth interviews with school principals. The results showed that (1) There were 27 elementary schools, two junior high schools, and one high school in Selo District, which were evenly distributed; (2) There are five schools of which are included in Disaster Prone Areas (KRB) 2, there are SDN-1 Telaga Lele, SDN-2 Telaga Lele 1, SDN-3 Jrakah, SDN-2 Klakah, and SDN-1 Suroteleng. (3) Most of the school’s preparedness for the eruption of Mount Marapi is low, although there are already teachers representing schools who have undergone disaster training.
... Schools' evacuation plan and students' preparedness was also the subject of several studies. The previous studies have assessed not only students' and schools' disaster preparedness by assessing the impact of disaster training and evacuation drills [21,28,29], but also literature has taken advantage of new technologies such as Artificial Intelligence and gaming to improve the students' disaster risk reduction knowledge [30,31]. Despite relevant studies exploring school evacuation safety, Shoji et al. [32] believe that children's response to emergencies is not well-understood. ...
Article
Disasters and emergencies frequently happen, and some of them require population evacuation. Children can be severely affected during evacuations due to their lower capability to analyze, perceive, and answer disaster risks. Although several studies attempted to address the safety of children during the evacuation, the existing literature lacks a systematic review of students' evacuation behavior during school time. Therefore, this study aims to conduct a systematic literature review to explore how students' evacuation behavior during school time has been addressed by previous scholars and identify gaps in knowledge. The review process included three steps: formulating the research question, establishing strategic search strategies, and data extraction and analysis. The studies have been identified by searching academic search engines and refined the recognized publications unbiasedly. The researchers have then thematically analyzed the objectives and findings of the selected studies resulting in the identification of seven themes in the field of students' evacuation behavior during school time. Finally, the study put forward suggestions for future research directions to efficiently address the recognized knowledge gaps.
... Various studies have emphasized the importance of nonformal education. Petal (2021) emphasized in his study that formal and non-formal education should be integrated even in school education systems to ensure that disaster education messages are conveyed to children and their families as well as the community [17,18]. He suggested that the integration should be done through integration in the curriculum, training beyond the curriculum such as maneuvers and exercises. ...
Article
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This study aims at identifying challenges of the existing disaster preparedness education programs for children in Iran. There are two main non-formal disaster education programs for preparing children for disasters: The Earthquake and Safety School Drill Program (ESSD) and Ready Students for Severe Days, or DADRAS. To implement these programs, different organizations work together. 48 interviewees participated in this study, including school students and staff with various roles at Red Crescent and Ministry of Education, as well as school principals, Red Crescent volunteer trainers, Medical Emergency Organization staff, and Fire Department staff. Data was analyzed with narrative qualitative analysis. When analyzing qualitative data, fourteen challenges were identified in providing disaster preparedness programs to school children. The main challenges of disaster education programs in Iran are Communication (stakeholder communication, stakeholders' recognition, informing of stakeholders, and reliability), planning (sustainable planning, time table, inclusivity, educational resources), coordination (inter-organizations, intra-organizations), and logistics (staff, trainers, equipment, budget). According to our findings, programs should be upgraded to cover all Iranian children and should be prioritized in budget allocation and distribution. They require more facilities, and structure. Inclusivity aspect of the programs need more attention, and no child should be left out of disaster education, including children who are not in school, children in exceptional schools, and children in juvenile detention centers. Governments are recommended to prepare children for various disasters and do not focus only on earthquakes with an all-hazard approach.
... It also considers the surrounding environment, how far the school is from industrial areas, and harmful chemical exposure. [26,27,23,22]. Disaster education involves integrating disaster risk management (DRM) in the school curriculum, where disaster management is being taught as part of the curriculum in the schools and the availability of materials for teaching DRM. ...
Article
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The Sendai Framework for Disaster Risk Reduction (SFDRR) 2015–2030 pursues the goal of preventing new risk, reducing existing risk, and managing residual risk through integrated and multi-sectoral interaction. It considers educational infrastructures pivotal, with the framework promoting resilient educational facilities as a global target for 2030. Schools, being a critical infrastructure, are crucial for building resilient cities and forming safe shelters or evacuation points in emergencies, alongside promoting a disaster risk curriculum. Asian countries have experienced multiple hazards and cascading risk patterns of climate change in the last few decades. Many countries such as India and Japan have generated school safety policies and disaster risk reduction plans for attaining the efforts of various frameworks, including SFDRR. While effective policies prevail, inefficient interoperability and disaggregated platforms result in poor ground-level management, such as in schools in hazard-prone areas. Past Incidents such as the 2004 Kumbakonam fire incidence, 2011 East Japan Earthquake, and Tsunami affecting schools point out the need of focusing on risk-informed school selection and planning rather than contemporary syllabus-based school selection. The study aims to develop a ‘School Selection Framework’, which analyses extrinsic and intrinsicfactors associated with school selection and safety, such as academic aspects, physical, human resources, and natural conditions. The methodology involves an integrative literature review on parental school selection, school safety, and resilience indices. It further identifies significant dimensions and indicators of school selection and safety to generate a conceptual framework for risk-informed school selection. The evaluation of articles based on the content analysis resulted in 18 significant dimensions contributing to school selection and school safety that was used to generate a conceptual framework for risk-informed decision-making. The study's outcome is to enhance the school selection process by mitigating the gap between the education system and disaster management, prompting the stakeholders to improve student safety.
... They also discovered that most authors of the papers they reviewed "did not articulate an explicit theory or model of how the program would enable specific learning outcomes, or how program outcomes would achieve wider impacts such as improved disaster resilience." This lack of behavior-change theory is a common problem in education (Petal et al., 2020). Indeed, it has been observed that many DRR education activities have been developed based on unverified assumptions (Codreanu et al., 2016). ...
... At the same time, most colleges and universities are currently open ended, and foreigners can almost enter and leave the campus at will. Criminals will take the opportunity to enter the campus to engage in fraud, theft, and other illegal and criminal activities, which adds many uncertain factors to the hidden dangers of school safety [2][3][4]. Faced with the current complex situation, freshmen, who are new to university campuses are not aware of the dangers, have a weak sense of safety and even give criminals an opportunity to take advantage of them. ...
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In order to improve the effectiveness of safety education in colleges and universities and to maintain the long-term effectiveness of college students’ safety awareness, combined with the current safety problems in colleges and universities, by analyzing the relevance of campus safety accidents and safety education, a Harr characteristic big data algorithm for college students is proposed. Safety education methods have constructed a safety education system for college students. The status quo of safety education is analyzed for college students, a safety education system image acquisition module is designed based on Harr characteristic big data algorithm, Harr characteristic big data algorithm and Adaboost algorithm are used to shorten the training time of college students’ safety education image, learning resources are saved, and remote teaching is realized. A set of safety knowledge question banks based on recommendation algorithm has developed a set of practical safety knowledge online learning and testing systems, and targeted solutions to prevent and reduce campus safety accidents are proposed. The experimental results show that the number of student safety incidents in the school within 1 year after the application of this system is significantly reduced to 58, the system’s experimental response time is only 0.05 s on average, and the student’s satisfaction with the system reaches 93%. The application effect of the system is obvious, and it can effectively prevent and reduce the occurrence of campus safety accidents.
... The INEE pillar is designed to interest various situations, whether crisis, disaster, or even conflict. Safe schools are learning communities that can commit to a safe culture, are aware of the risks of threats, and prepare and think about pre-and post-disaster responses to emergency response [12,13]. The Ministry of Education and Culture's Disaster Safe School Module, 2015 contains three Pillars of Disaster Safe Schools, Pillar 1 of Disaster Safe School Facilities, Pillar 2 of Disaster Risk Management in Schools, and Pillar of Disaster Risk Reduction and Prevention Education [13]. ...
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Pacitan is vulnerable to earthquakes and tsunamis because it is located near the subduction zone between the Indo-Australian and Eurasian plates. So that it needs Disaster Risk Reduction efforts, one of the best measures is to implement the three pillars of Comprehensive School Safety. This study aims to analyze the implementation of the third pillar of Comprehensive School Safety, namely the Pillar of Risk Reduction and Resilience Education. The study was conducted at State Senior High School 1 of Pacitan and Islamic State Senior High School 1 of Pacitan because they directly face the Indian Ocean. This study used a quantitative approach with primary data obtained from filling out questionnaires by respondents. Respondents in this study were principals, teachers, and students involved in Scouting and Junior Red Cross in these two schools. The instrument was a questionnaire including teacher and education staff training, integration of disaster education into the curriculum, and extracurricular activities indicators. The results indicated that teacher and education staff and curriculum integration were not optimally carried out in these two schools. Furthermore, they have not yet established disaster mitigation extracurricular, but implementing disaster mitigation education was carried out through Scouts and Junior Red Cross.
... Despite the efforts, children and youth are still often voiceless and left behind in DRR (Petal et al., 2020), even though they represent a valuable resource to nurture change and mobilize for disaster preparedness, response, recovery and resilience at the individual, family, and community level (Pfefferbaum et al., 2018). Moreover, a dearth of evidence limits efforts to provide age-appropriate services and roles (Newnham et al., 2019). ...
Article
Purpose The purpose of this study is to encourage graduate students to facilitate a participatory mapping activity with high school students, to have their voices heard in the disaster risk reduction (DRR) agenda. Design/methodology/approach A participatory mapping, youth-led session, was conducted with 22 high school students, where they had to identify flood and landslide-prone areas. Then, they were asked to propose and plan DRR measures in collaboration with local partners in São Luiz do Paraitinga, Brazil. Findings The participatory method engaged the graduate students and the high school students in the DRR debate, allowing them to map hazards and vulnerabilities, and to discuss five incubation projects for enhancing DRR in the city. Originality/value This research highlights the importance of involving young people in DRR formulation and planning to build local capacities in younger generations. The outputs were shared with the local civil defense and a local non-governmental organization (NGO), who suggested recommendations to improve the five incubation projects.
... The Department of Education (Philippines) adapted the CCS framework in its DRR plan for schools. However, there are still gaps that need to be filled [21], [22]. ...
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Abstract— Schools play an important role in any community because children spend most of their time in schools for their education. Unfortunately, schools are exposed to natural hazards such as earthquakes, typhoons, and floods like other structures. However, implementing an effective Early Warning System (EWS) can help school administrators, occupants, and communities prepare against these hazards. EWS is an essential component of a disaster risk reduction management (DRRM) plan. Its purpose is to generate and disseminate timely and meaningful information of possible extreme events to administrators and eventually to the students. However, it is difficult to ascertain the quality of a school’s EWS to address any upcoming hazards. With this, the authors designed a workshop with toolkits to guide school administrators in evaluating their organizational structure within the context of DRR. The toolkits assessed the soft and hard measures of the school, particularly its DRRM and EWS. A method was developed to measure the EWS in schools based on the toolkits. A radar scoring system was used to measure the school’s key elements: Risk Knowledge, Monitoring and Warning Services, Dissemination and Communication, Response Capabilities. Indices for each element and EWS as a whole were obtained. Modes of warning and communication were ranked. In Lipa City’s case, the results showed that the schools have an average of 74.050 EWS index, meaning the EWS is of good quality but can still be improved. This method can be applied to other schools to assess their EWS.
... Desenvolvimento Sustentável compartilham preocupações semelhantes sobre a importância de envolver crianças e jovens na discussão de propostas para reduzir suas vulnerabilidades a desastres e mudanças climáticas. Porém, na prática, crianças e jovens ainda não têm voz e são deixados para trás na RRD, embora representem um recurso valioso para estimular a mudança e mobilizar para a preparação, resposta, recuperação e resiliência para desastres no indivíduo, família e comunidade (Pfefferbaum, Pfefferbaum e Van Horn, 2018;Petal et al. 2020). Além disso, a escassez de evidências limita os esforços para fornecer serviços e funções adequados à idade (Newnham et al. 2019). ...
... This was especially true with those not from the urban area. This finding emphasizes the importance of involving young stakeholders in discussing and identifying local needs, and to think, debate and propose risk mitigation measures, especially of those voiceless groups such as children, who could potentially become active agents (Petal et al., 2020). ...
Article
Purpose The objective of this study was to investigate how participatory 3D mapping can promote local intergenerational engagement for disaster risk reduction. Design/methodology/approach This investigation was carried out in the city of São Luiz do Paraitinga, Brazil, where a low-cost participatory 3D model (P3DM) was used together with secondary methods (semi-structured interviews, round tables, discussions and presentations) to engage three local focus groups (the general public, high school employees and children) to visualize and interpret local hazards, vulnerabilities, capacities and risk mitigation measures. Findings Participants played with a 3D model, using it to express their memories about land use changes in the city and to share their knowledge about past disasters with children that have not faced them. They identified the impacts of the previous disasters and came up with proposals of risk mitigation measures, mostly non-structural. Originality/value When applied in a way that allows spontaneous and open public participation, the participatory 3D model can be a type of disaster imagination game that gives voice to oral histories, local knowledge, and which permits the intergenerational engagement for disaster risk reduction.
Article
Community centred disaster risk reduction (DRR) is viewed as the gold standard, linking local networks, skills, capacities and knowledges together with government and nongovernment supports. However, despite the best of intentions young adults still experience exclusion due in part to adult centrism because initiatives are largely curated by adults. While research has sought to address this bias, outmigration by young adults at key life-stages creates an additional barrier. This paper identifies the need to pair life-stage with DRR objectives to improve understandings of what counts as ‘inclusion’ and ‘participation’. Interviews (N=14) with young adults aged 18–30 in a bushfire affected area of Australia were conducted three years after disaster. Findings suggest participation is an essentially contested concept among adults and young adults, leading to tension and entrenched age-based exclusion. Further, young adult’s geographic mobility, seen as a rite of passage, compounds exclusion, despite it developing their maturity. The paper concludes with a discussion of the conditions for creating age-inclusive DRR, including the need for social infrastructure catering to young adults and the importance of communities acknowledging young adults’ diverse, age-specific interests.
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Community co-creation is critical for tackling complex challenges and building a sustainable future, and necessitates collaboration between public and private sectors to co-create value chains. This paper highlights existing frameworks and proposes a heuristic approach that integrates Collective Impact (CI), Social Impact Assessment (SIA), and Community Capital (CC). Through a narrative review, the paper explores how SIA and CC can empower CI by aligning objective data with community context, ensuring solutions that resonate with local needs, promoting equity by fostering inclusive participation and understanding diverse perspectives, and revealing valuable resources within communities and leveraging their strengths for sustainable development. Although the paper delves into roles and responsibilities for each sector involved in co-creation, it acknowledges limitations in areas such as leadership-capacity building for effective collaboration and long-term commitment, impact measurement methodologies that capture nuanced social change over time, and inclusion of diverse participation methods to ensure all voices are heard and represented. By addressing these limitations, the paper calls for further research and development to strengthen community-driven social change.
Article
Introduction. In the modern world, dangers for children are expanded. The opposition of the family, society, and the state to threats to children’s safety is a necessary condition for the survival of humanity in a world replete with various risks to life, health, etc. Therefore, identifying students’ ideas about the dangers for children is relevant. Enriching scientific views on the issue will allow taking these ideas into account when developing the content of professional training for students and, ultimately, ensuring children’s safety. The study aims to identify the ideas university students have about the dangers for children and the significance of these dangers. Methodology and methods. 120 students of Yelets State University of Bunin took part in the survey. Closed questionnaires were processed with the help of calculation of percentages between different answers, for which the frequency of occurrence for certain answers was calculated; ranking (distribution of quantitative indicators of dangers types according to the degree of their importance for respondents). Results. The degrees of dangers significance of the were identified: 1st – 23%-40% of answers (fire, the COVID-19 pandemic, attack by a person or group of people, grandparents deliberately diminishing the parents’ status in the eyes of the child, injuries from younger children in the family, bullying by an older child, infection during school meals); 2nd – 22%-32% of answers (food contamination, oncology, terrorist attacks, military operations, drugs and chemicals, injuries in physical education); 3rd – 21%-31% of answers (epidemics, air pollution, heart disease, circulatory diseases, risk of complications of COVID 19, memory processes decline due to using computer/smartphone, lack of control over the child, infections). Coinciding ideas of students under and over 20 were differentiated: complete coincidence – 45%, partial coincidence – 50%, occasional coincidence – 5%. Conclusion. The results will allow improved selection and implementation of professional training for students of pedagogical and psychological-pedagogical education, which will serve in the future to ensure the safety of children
Chapter
This chapter provides a comprehensive examination of disasters and human behavior, drawing from previous research that encompasses three phases of the disaster life-cycle: pre-disaster, during-disaster, and post-disaster stages. It serves as an introductory overview of the research context presented in this book. The chapter initiates by clarifying the distinctions between emergencies and disasters, emphasizing the crucial role of proactive human responses in disaster mitigation. Furthermore, it delves into the complex interplay of factors that influence human behavior across these phases. Utilizing extensive empirical research and case studies, this chapter offers valuable insights into the comprehension and improvement of human behavior during each stage. These insights hold significant implications for developing more effective disaster management strategies and cultivating community resilience in the face of adversity.
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This paper presents the results of a cross-sectional study on adolescents’ behavioral and emotional reactions during and immediately after the 2017 Puebla earthquake that occurred in Mexico City. Convenience sampling was used to achieve a sample size of n =362. Some of the key findings are as follows: a) some 57.0% of adolescent women and over 60.0% of men “ran out of the building” during the earthquake; only 17.4% of women and 14.2% of men took shelter. Early and late adolescent women were significantly associated with building “evacuation” immediately after the earthquake. b) Early and late adolescent men were “surprised” by the earthquake occurrence. c) The perceived vulnerability of the city (PVC) was significantly associated with men but not with women. d) Adolescents exhibited strong information-seeking behavior regarding seismic risk. The results of the study highlight a lack of adolescents’ preparedness for earthquakes in terms of the protective actions taken during the ground shaking and knowledge of the functioning of the Mexican seismic alert system. An educational program aimed at better educating and preparing adolescents for a seismic emergency should be implemented in preparatory schools.
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Introduction. It is evident in the changing world that the dangers to human beings are increasing. The state, society and family in early ontogenesis already, need to work to counteract threats to children’s safety. This actualises identification of educators’ and parents’ perception of hazards to children. The enrichment of scientific treatment on this issue will ensure that these views are taken into account in the development of models for counteracting the sources of such dangers in preschool and primary education. The aim of the research was to identify the characteristics of educators’ and parents’ perception of hazards to children. Methodology and methods. A total of 180 educators and parents took part in the survey. Closedended questionnaires were applied, which were processed using: calculation of different answer options percentage, for which the frequency of certain answers was calculated; categorisation (distribution of quantitative indicators of danger types according to their significance for the respondents). Comparison, analysis and synthesis were used. Results. The hazard significance levels were identified as follows: level 1 (48% to 76% of responses (air pollution (76%), cancer (51%), hostilities (48), younger children drawing the parents’ attention to themselves (54%), food poisoning at school (65%)); level 2 (37% to 70% of responses (fire (70%), lifethreatening COVID-19 (49%), terrorist attacks (39%), psychological violence from younger children in the family (37%), health deterioration and impairment of learning outcomes in distance learning (60%)); level 3 (34% to 55%) (epidemic (42 negligent attitude of doctors and medical staff during medical treatment (47%), inability to use paid medical services (35%), grandparents’ pampering (34%), injuries at physical education classes (55%)). The peculiarities of the respondents’ perception of hazards to children were identified: reflection of specific diversity of hazards; their hierarchical pattern; consistency; sustainability. Conclusion. The results will make it possible to improve the process of strengthening security of preschool and primary school children and to realise due areas of work with pedagogues and parents (emotional-corrective, informational-instructional, cognitive-educational, systemic-pragmatist). Keywords: danger, security, child safety, perception of hazards, pedagogues, parents, preschool children, primary school children
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Schools are expected as the safety places including building structure and safety management. This research aimed to study the situation of primary school safety implementation outcomes in Khun Talae sub-district, Mueang Surat Thani district, Surat Thani province. The population was composed of four primary schools. Data were collected using a standard checklist from the Occupational Safety and Health Division, Ministry of Labour, and in-depth interviews. Data were analyzed using descriptive statistics such as frequency and percentage. The results revealed that all primary schools did not reach the standard checklist. Of 32 checklist items, schools under the Office of the Basic Education Commission affiliating school 1 (OBEC1) passed 24 items of the standard (75%), the OBEC2 passed 30 items (93.75%), the OBEC3 passed 23 items (71.88%) and the Local Government Organization affiliating school (LGO) passed 30 items (93.75%). The results of the school safety institutions using 30 questions of checklist part 2 found that all schools achieved 12 items whereas there were 18 unqualified items in all schools (2 out of 4 schools failed 6 items, and 1 in 4 schools failed 12 items of checklist). Consequently, those 18 items of checklist can be grouped into the following main issues; 1) the preparedness of school staff to perform the academic safety, 2) fire prevention and firefighting management in school, 3) the preparedness of safety infrastructures, building, and equipment, 4) safety policy and standard of primary school, and 5) participation of each sector such as teacher, student, parents, community, and government sectors. This study's results can be used as basic information and guidelines for school safety management in the future.
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Purpose of review: To identify strategies for communicating with youth and children pre- and post-disaster in the context of a broader survey of child participation in disaster risk reduction as well as methods for communication with children. Recent findings: Youth and children are capable of peer and community education and activism concerning disaster issues and such participation benefits the young actors. Family and sibling support are important in easing the impact of trauma on children. Contemporary forms of psychological first aid appear to do no harm and in line with current evidence. Generally, more evidence from evaluations is necessary to guide the development of communication strategies. Children are growing up in increasingly urban environments with less contact with nature and greater reliance on techno-social systems. Thus, young people may misunderstand natural hazards. Schools and conscious parenting can play important roles in building understanding and psychological resilience.
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There has been a recent increase in the body of knowledge related to children and disasters. These studies converge into three main fields of research: the impact of disasters on children and their psychological recovery, the integration of disaster risk reduction (DRR) into the education sectors and children’s participation in DRR. This article provides a literature review of the two latter fields of research where the focus is on reducing disaster losses and building resilience prior to a disaster. Overall, 48 studies are critically reviewed and compared in relation to the strengths and weaknesses of their aims, methods, locations of research, impact, and outcomes. The review identified a number of differences between the two fields and significant opportunities for linking the two approaches, sharing lessons and knowledge. Based on the review, recommendations for further research are outlined.
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Purpose - The aim of this paper is to identify and gain insights into the significance of barriers contributing to the purported "gap" between academic management accounting research and practice. Design/methodology/approach - Drawing on diffusion of innovations theory, this study collects and analyses data from a questionnaire survey and follow-up interviews with 19 representatives of the four principal professional accounting bodies in Australia. Findings - Professional accounting bodies perceive the gap between academic research and practice in management accounting to be of limited concern to practitioners. The two most significant barriers to research utilisation by practitioners are identified as: difficulties in understanding academic research papers; and limited access to research findings. In acting as a conduit between the worlds of academia and practice, professional bodies have an important role to play by demonstrating the mutual value to both academics and practitioners resulting from a closer engagement between MA research and practice. Research limitations/implications - As one of the few empirically-based, theoretically informed investigations exploring the research-practice gap in management accounting, this study provides insights rather than "answers". Its findings therefore serve as a foundational basis for further empirical and theoretical enquiry. Originality/value - This study contributes to the conversation about the "research-practice gap" in management accounting by adopting a distinct theoretical vantage point to organize, analyse and interpret empirical evidence obtained from Australian professional accounting bodies about management accounting practice.
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