@article {bnh-3050, title = {Building best practice in child-centred disaster risk reduction: Annual project report 2015-2016}, number = {188}, year = {2016}, month = {09/2016}, institution = {Bushfire and Natural Hazards CRC}, address = {Melbourne}, abstract = {

This Annual Report summarises progress to date on Building Best Practice in Child-Centred Disaster Risk Reduction (CC-DRR), with a focus on 2015-16.\  The first 2.5 years has included scoping and review, the development of a conceptual framework to guide the research, an utilisation roadmap, and the initiation of pilot and main research.\  The CC-DRR Project conceptual framework reflects a parsimonious research narrative designed to build on research-policy-practice progress to date but, critically, solve problems and challenges across that nexus.\  The narrative itself has two guiding questions as follows:

Research to date has commenced and is ongoing across these major areas.\  This includes research started in 2014-15, but continuing in 2015-16, focused on major stakeholders{\textquoteright} views, including children and youth, households and parents/caregivers, teachers and school personnel, emergency management/DRR professionals. It includes in 2015-16 initial research on CC-DRR-related student learning and DRR/resilience program outcomes, commencement of costings-related research, and research on implementation obstacles and facilitators for schools and emergency management agencies.\  With project End Users as primary stakeholders, 2015-16 reflected many consultations and end user capacity-building workshopping. This included their direct involvement in the Project to ensure that current CC-DRR-focused disaster resilience education (DRE) programs reflect their needs and reflect theory and promising, good and best practices (i.e., Through a {\textquotedblleft}co-development and co-evaluation{\textquotedblright} process with End Users, 2015-16 included developing and refining a CC-DRR Practice Framework. Since its development, the Framework has begun to be used to systematically evaluate End User agency DRE programs to ensure they reflect evidence-based practices (EBP{\textquoteright}s). The framework incorporates three core dimensions (design, implementation, evaluation) and three guiding principles (collaboration and partnership, protection and participation, diversity and equity) (see Figure 1 on p. 24).\ 

These agency-based DRE programs are now being examined for {\textquotedblleft}practice-based evidence{\textquotedblright} (PBE), including child learning outcomes and DRR and resilience outcomes.\  Both EBP and PBE steps are couched within an implementation framework, with project research designed to support both policy- and practice-based implementation of CC-DRR/DRE programs. Research on implementation began in 2014-15 and continues in 2015-16, including the commencement of a PhD study on EM agency implementation policies and practices.\  This report goes into more detail on this program of research and related activities, including summarising progress in CC-DRR research to date, as well as some important challenges that have been identified.

}, issn = {188}, author = {Kevin Ronan and Briony Towers and John Handmer and Katharine Haynes and Eva Alisic and Nick Ireland and Marla Petal and Susan Davie and David Johnston and Vicki Johnson} } @article {bnh-3417, title = {Improving the Impact and Implementation of Disaster Education: Programs for Children Through Theory-Based Evaluation}, journal = {Risk Analysis}, volume = {36}, year = {2016}, month = {11/2016}, pages = {2120-2135}, chapter = {2120}, abstract = {

A main weakness in the evaluation of disaster education programs for children is evaluators{\textquoteright} propensity to judge program effectiveness based on changes in children{\textquoteright}s knowledge. Few studies have articulated an explicit program theory of how children{\textquoteright}s education would achieve desired outcomes and impacts related to disaster risk reduction in households and communities. This article describes the advantages of constructing program theory models for the purpose of evaluating disaster education programs for children. Following a review of some potential frameworks for program theory development, including the logic model, the program theory matrix, and the stage step model, the article provides working examples of these frameworks. The first example is the development of a program theory matrix used in an evaluation of ShakeOut, an earthquake drill practiced in two Washington State school districts. The model illustrates a theory of action; specifically, the effectiveness of school earthquake drills in preventing injuries and deaths during disasters. The second example is the development of a stage step model used for a process evaluation of\ What{\textquoteright}s the Plan Stan?, a voluntary teaching resource distributed to all New Zealand primary schools for curricular integration of disaster education. The model illustrates a theory of use; specifically, expanding the reach of disaster education for children through increased promotion of the resource. The process of developing the program theory models for the purpose of evaluation planning is discussed, as well as the advantages and shortcomings of the theory-based approaches.

}, doi = {10.1111/risa.12545}, url = {http://onlinelibrary.wiley.com/doi/10.1111/risa.12545/abstract}, author = {Vicki Johnson and Kevin Ronan and David Johnston and Robin Peace} } @article {bnh-5079, title = {Towards tsunami-safer schools in the Wellington region of New Zealand: evaluating drills and awareness programs}, journal = {Australian Journal of Emergency Management}, volume = {31}, year = {2016}, month = {07/2016}, abstract = {
The Wellington region of New Zealand is exposed to a wide range of potentially damaging impacts from various hazard events (e.g. earthquakes, tsunami, storms and floods). Wellington is situated in one of the most active seismic regions in New Zealand, creating a significant earthquake and tsunami risk. Given the variety of hazards Wellington faces, consideration needs to be given to how the risks are managed within schools. The purpose of the present study was to investigate tsunami preparedness activities undertaken in schools in the region in association with the New Zealand {\~A}{\textdaggerdbl}ShakeOut{\"\i}{\textquestiondown}{\textonehalf} exercise. In November 2015, a survey was carried out in 17 schools from several Wellington tsunami evacuation zones. Results revealed that the sample schools had undertaken at least some tsunami preparedness activities, and some schools reported formal planning, and practice-drills. Importantly however, not all at-risk schools are fully prepared for a tsunami; one of the greatest life-safety risks for students attending school within the Wellington tsunami inundation zones. It is expected that results of the present study will help inform school-based tsunami preparedness guidelines for New Zealand schools.
}, url = {https://ajem.infoservices.com.au/items/AJEM-31-03-17}, author = {David Johnston and Ruth Tarrant and Karlene Tipler and Emily Lambie and Miles Crawford and Vicki Johnson and Julia Becker and Kevin Ronan} } @article {bnh-3433, title = {Disaster preparedness for children and families: a critical review}, journal = {Current Psychiatry Reports}, volume = {17}, year = {2015}, month = {07/2015}, chapter = {58}, abstract = {

Preparedness for disasters is universally low; children and families are particularly vulnerable groups. Against this backdrop, research on disaster preparedness for children and families is reviewed, with a focus on disaster preparedness and prevention education programs. Following definitions and theory/rationale, research is critically analyzed. While findings indicate a large growth in research in the past 15\ years and largely positive findings, significant challenges remain. These challenges include issues related to methodological rigor, long-term effectiveness, and implementation. Recent research reflecting these important challenges is reviewed. At the same time, other recent research documents real potential for these programs, including findings which suggest that increased attention to incorporating theory- and evidence-supported components can enhance outcomes. Thus, despite some important limitations and challenges, research done to date signals promise for these programs in reducing risk and increasing resilience to disasters for children, families, and the households and communities in which they live.

}, doi = {10.1007/s11920-015-0589-6}, url = {https://link.springer.com/article/10.1007\%2Fs11920-015-0589-6}, author = {Kevin Ronan and Eva Alisic and Briony Towers and Vicki Johnson and David Johnston} } @conference {bnh-1622, title = {Promoting Child Resilience to Disasters: Policy, Practice, Research Conference Paper 2014}, booktitle = {Bushfire and Natural Hazards CRC and AFAC Wellington Conference 2014}, year = {2015}, month = {02/2015}, abstract = {

The recently published Synthesis Report on the Post-2015 Framework on Disaster Risk Reduction (UNISDR, 2013) places children at the centre of successful adaptation to disasters: {\textquotedblleft}In particular children and youth have been singled out as having specific needs in terms of school safety, child-centred risk assessments and risk communication. But, more importantly, if appropriately educated and motivated on disaster risk reduction, they will lead and become the drivers of change.{\textquotedblright} Equally, here in Australia, the role of disaster education in managing disaster risk has been recognised as a major priority in the National Strategy for Disaster Resilience (Australian Government, 2011). While Child-Centred Disaster Risk Reduction (CC-DRR) is increasingly popular across agencies and organisations around the world, rigorous empirical research on the efficacy of the approach is limited. This three-year program of research is planning a range of projects, unified through various means, and an integrated narrative, to increase the reach and impact of CC-DRR education within communities in Australia and New Zealand.

}, author = {Kevin Ronan and Briony Towers and Kate McAuslan and Vicki Johnson and Eva Alisic and Susan Davie and John Handmer and Katharine Haynes and Nick Ireland and Marla Petal and Avianto Amri and David Johnston} } @article {bnh-3461, title = {Classroom responses of New Zealand school teachers following the 2011 Christchurch earthquake}, journal = {Natural Hazards}, volume = {72}, year = {2014}, month = {06/2014}, pages = {1075-1092}, chapter = {1075}, abstract = {

Following a damaging magnitude 6.3 earthquake in Christchurch, New Zealand on February 22, 2011, an unprecedented number of displaced school children were enrolled temporarily or permanently in new schools throughout New Zealand. This study utilized accounts from primary school teachers in New Zealand, derived from focus groups scheduled in March and April 2011 for an evaluation of a disaster preparedness teaching resource, to examine how these disasters impacted individuals and schools outside of Christchurch. The educators{\textquoteright} focus group accounts provide an illustration of classroom responses including providing emotional support to displaced children, informal classroom discussions, curricular responses, addressing disaster rumors, and information seeking through peers. Some recommendations are provided on ways to support teachers{\textquoteright} important roles in disaster recovery, including targeting evidence-based guidance and teaching resources to schools enrolling displaced children, dispelling disaster rumors through schools and facilitating peer mentoring among teachers. An overarching lesson is that communities would benefit from teachers being better equipped to provide emotional support and responsive disaster education to children after disasters.

}, doi = {10.1007/s11069-014-1053-3}, url = {https://link.springer.com/article/10.1007\%2Fs11069-014-1053-3}, author = {Vicki Johnson and Kevin Ronan} } @article {bnh-3462, title = {Evaluating Children{\textquoteright}s Learning of Adaptive Response Capacities from ShakeOut, an Earthquake and Tsunami Drill in Two Washington State School Districts}, journal = {Journal of Homeland Security and Emergency Management}, volume = {11}, year = {2014}, month = {09/2014}, pages = {347-373}, chapter = {347}, abstract = {

In 2012, Washington state participated in ShakeOut, an annual, one-day event that encourages residents to practice {\textquotedblleft}drop, cover and hold on{\textquotedblright} drills for earthquakes and evacuation for tsunamis. To better understand the role of school drills in improving individual and community resilience to disasters, this evaluation examined the effectiveness of the ShakeOut drills in improving or maintaining children{\textquoteright}s accurate risk perceptions and adaptive response capacities for earthquakes and tsunamis. Using matched pretest and posttest questionnaires, the analysis examined both population level and individual differences in children{\textquoteright}s knowledge and scenario-based knowledge application before and after ShakeOut. Children demonstrated high levels of correct knowledge of protective actions for earthquakes and tsunamis both before and after ShakeOut. However, the findings indicate that significant portions of children have varying levels of knowledge of the causes of injury and approximately a third of children chose an incorrect action or indicated uncertainty in scenarios not commonly practiced in school earthquake drills. Also, more than a quarter of children were not aware they practiced vertical evacuation procedures for a tsunami during ShakeOut. Children would benefit from practice for different scenarios, such as when they are outside or traveling between classes, and explicit lessons on protective actions.

}, doi = {10.1515/jhsem-2014-0012}, url = {https://www.degruyter.com/view/j/jhsem.2014.11.issue-3/jhsem-2014-0012/jhsem-2014-0012.xml}, author = {Vicki Johnson and David Johnston and Robin Peace and Kevin Ronan} } @article {bnh-3459, title = {Evaluations of disaster education programs for children: a methodological review}, journal = {International Journal of Disaster Risk Reduction}, volume = {9}, year = {2014}, month = {09/2014}, pages = {107-123}, chapter = {107}, abstract = {

The purpose of this methodological literature review was to investigate how scholars and practitioners currently measure and judge the effectiveness of disaster education programs for children through evaluation. Froma systematic search of the published and gray literature, 35 studies were identified and analyzed to develop a categorization of the operational components of the existing body of research, including the types and sources of evaluations, research methods and designs, research participants, outcome indicators, approaches to analysis, and research limitations. A significant finding is that most of what is known about the effectiveness of disaster education programs for children is based on the results of quantitative studies with children that generally focused on measuring children{\textquoteright}s knowledge of disaster risks and protective actions and child reports of preparedness actions. The majority of descriptive and quasi-experimental studies concluded that programs were effective based on the portion or positive change in children{\textquoteright}s correct answers on surveys, and most correlational studies concluded positive outcomes such as household preparedness were associated with children{\textquoteright}s participation in disaster education programs. However, many of the studies had significant methodological limitations. While there is evidence of valuable knowledge change, there is still very limited empirical evidence of how disaster education programs facilitate children{\textquoteright}s roles in household preparedness, their self-protective capacities,or their likelihood of preparing for disasters as adults. In addition to the need to identify and refine program theory and meaningful outcome indicators, the authors suggest several other opportunities for future research.

}, doi = {http://dx.doi.org/10.1016/j.ijdrr.2014.04.001}, url = {http://www.sciencedirect.com/science/article/pii/S2212420914000302}, author = {Vicki Johnson and Kevin Ronan and David Johnston and Robin Peace} } @article {bnh-3460, title = {Implementing Disaster Preparedness education in New Zealand primary schools}, journal = {Disaster Prevention and Management}, volume = {23}, year = {2014}, pages = {370-380}, chapter = {370}, abstract = {
Purpose
{\textendash} The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of\ What{\textquoteright}s the Plan, Stan?, a voluntary, curriculum-based teaching resource.

Design/methodology/approach

{\textendash} Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource.

Findings

{\textendash} The main intervening factors between resource promotion and school teachers{\textquoteright} awareness of the resource are word of mouth among school teachers and teachers{\textquoteright} proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource.

Practical implications

{\textendash} Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children{\textquoteright}s programs, ongoing evaluation and curriculum requirements.

Originality/value

{\textendash} An evaluation of the implementation of\ What{\textquoteright}s the Plan, Stan?\ adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.
}, doi = { http://dx.doi.org/10.1108/DPM-09-2013-0151}, url = {http://www.emeraldinsight.com/doi/abs/10.1108/DPM-09-2013-0151}, author = {Vicki Johnson and David Johnston and Robin Peace and Kevin Ronan} }