@article {bnh-7817, title = {The lived experience of disadvantaged communities affected by the 2015 South Indian Floods: Implications for disaster risk reduction dialogue}, journal = {International Journal of Disaster Risk Reduction}, year = {2021}, month = {01/2021}, abstract = {

Poverty and discrimination compound vulnerability to disasters. Yet, people who experience these are some of the least involved groups in Disaster Risk Reduction (DRR) dialogue and research. This study aims to fill that gap by narrating the lived experience of underprivileged flood-affected communities. We conducted in-depth interviews (N=48) with community members (n=36) and staff members of collaborating non-governmental organisations (n=12). We also conducted focus group discussions with staff members of the same NGOs. The results describe how systemic issues entrenched with socio-economic and cultural factors impact a community{\textquoteright}s ability to prepare for floods. These communities received no warning or timely evacuation messages, and perceived the received support as inadequate and unfair. Communities recovered through their resourcefulness and thoughtfulness. They resented the government for its lack of action throughout the disaster cycle. Priorities for future efforts involve actively engaging these vulnerable groups and tailoring DRR activities for them.

}, keywords = {Discrimination, DRR, Flood, Poverty, Social Vulnerability, Vulnerability}, doi = {https://doi.org/10.1016/j.ijdrr.2021.102046}, url = {https://www.sciencedirect.com/science/article/abs/pii/S2212420921000121}, author = {Revathi Krishna and Kevin Ronan and Caroline Spencer and Eva Alisic} } @article {bnh-5103, title = {Children in the 2015 South Indian floods: community members{\textquoteright} views}, journal = {European Journal of Psychotraumatology}, volume = {9}, year = {2018}, month = {06/2018}, abstract = {

Little is known about children{\textquoteright}s experiences and involvement in disaster preparation and recovery, in particular in low- and middle-income countries. Eliciting community members{\textquoteright} perspectives on the 2015 floods in Tamil Nadu, India, may generate useful insights for improving services in low-resource settings. This qualitative study aimed to understand how children in Chennai experienced the floods, as reported by the adults in their community, and to explore children{\textquoteright}s involvement in disaster preparedness, response and recovery efforts as reported from the adults{\textquoteright} perspective. We conducted in-depth, semi-structured interviews (N\ =\ 48) with family members (n\ =\ 36), and with staff of non-governmental organizations (NGOs) (n\ =\ 12) who actively participated in relief and recovery efforts. We also conducted two focus group discussions (n\ =\ 14) with NGO staff about a year after the 2015 South Indian floods in Chennai, India. Six broad themes regarding children{\textquoteright}s experiences and behaviours during and after the floods emerged: (1) unexpectedness of the floods; (2) children{\textquoteright}s safety {\textendash} barriers and facilitators; (3) parents{\textquoteright} reactions {\textendash} helplessness, fear and pride; (4) children{\textquoteright}s reactions {\textendash} helping hands, fun and fear; (5) barriers to a return to {\textquoteleft}normal{\textquoteright}; and (6) a determination to be prepared for next time. Children and families were deeply impacted by the floods, in part owing to a lack of preparation, as perceived by the study participants. It was also clear from the data analysis that caste and socioeconomic status played an important role in the families{\textquoteright} ability to evacuate safely. Helplessness on the part of the parents was apparent, as was children{\textquoteright}s concern over recurrence of the flood. Similarly, gender appeared to affect child safety, recovery and other outcomes such as continued education. Priorities for future efforts involve the development and evaluation of child-centred education about flood awareness, child participation and safety.

}, doi = {https://dx.doi.org/10.1080\%2F20008198.2018.1486122}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6038026/}, author = {Revathi Krishna and Kevin Ronan and Eva Alisic} } @article {bnh-5129, title = {Coping with disasters while living in poverty: a systematic review}, journal = {Journal of Loss and Trauma}, volume = {23}, year = {2018}, month = {01/2018}, abstract = {

This review synthesizes the literature on how Asia-Pacific children and families living in poverty cope with disasters. A systematic search yielded 26 studies from six low- and middle-income countries (LMIC) in the region. Findings emphasized the role of socioeconomic factors, sociocultural factors, and indigenous knowledge. Coping strategies related to finances were most prominently described in the studies, in contrast to health and psychosocial strategies. Substantial gender issues were identified. The review highlights gaps regarding child involvement in research and coping strategies used by children living in poverty.

}, doi = {https://doi.org/10.1080/15325024.2017.1415724}, url = {https://www.tandfonline.com/doi/abs/10.1080/15325024.2017.1415724?journalCode=upil20}, author = {Revathi Krishna and Saadia Majeed and Kevin Ronan and Eva Alisic} } @article {bnh-3418, title = {Approaches to the assessment of children in the context of disasters}, journal = {Current Psychiatry Reports}, volume = {18}, year = {2016}, month = {05/2016}, chapter = {45}, abstract = {

Children exposed to disasters are a vulnerable population, making the assessment of children post-disaster an important issue. Utilizing a Multiple Gating Stepped Care framework, we\ highlight recent literature\ related to post-disaster assessment and intervention for children. In particular, we focus on screening, clinical evaluation, and feedback-informed service delivery. Screening allows large populations of children to be assessed at a relatively low cost. Children identified by screening as being at risk may then be assessed through more in-depth clinical evaluations, in order to assess clinical symptoms, strengths, and stressors, and to make determinations about appropriate interventions. Continued assessment during therapy provides important feedback for the delivery of appropriate care. New formats for assessment, as well as issues related to identifying sources for assessment, are discussed. Recommendations for future directions are provided.

}, doi = {10.1007/s11920-016-0683-4}, url = {https://link.springer.com/article/10.1007\%2Fs11920-016-0683-4}, author = {Betty S. Lai and Eva Alisic and Rayleen Lewis and Kevin Ronan} } @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-2853, title = {Child-centered disaster risk reduction: Can disaster resilience programs reduce risk and increase the resilience of children and households?}, journal = {The Australian Journal of Emergency Management}, volume = {31}, year = {2016}, month = {07/2016}, abstract = {

There has been an increasing research and policy focus internationally on the role of child-centred disaster risk reduction and resilience (CC-DRR), including disaster risk reduction and resilience education programs for children and youth. This paper summarises developments and emphasises current progress and challenges. While research has increased in the past 15 years, there are significant research gaps, including those regarding the effectiveness of programs and their relatively patchy implementation. How to solve these problems has been the focus of a world-first national program of research funded by the Bushfire and Natural Hazards CRC. Building on international and national research to date, this paper focuses on the question of {\~A}{\textdaggerdbl}how can we create, evaluate, implement and scale up CC-DRR programs that work over time, including during disasters and into adulthood, to reduce risk and increase resilience for children, youth, schools, households and communities? This includes a guiding model for research and use, and a set of research-informed tools either developed or being developed to facilitate further progress.

}, url = {https://ajem.infoservices.com.au/items/AJEM-31-03-16}, author = {Kevin Ronan and Katharine Haynes and Avianto Amri and Briony Towers and Eva Alisic and Susan Davie and Nick Ireland and Marla Petal} } @article {bnh-2350, title = {Building best practice in child-centred disaster risk reduction: Annual project report 2014-2015}, number = {142}, year = {2015}, month = {02/11/2015}, 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 2014-2015, but also including the first half of 2014.\  The first 1.5 years has included both scoping and review and the initiation of both pilot and main research.\  A scoping exercise reviewed progress in theory development and across the CC-DRR policy-practice-research nexus.\  In doing so, a parsimonious research narrative emerged intended to build on progress to date but, critically, solve problems and challenges across that nexus.\  The narrative has two main parts to it as follows:

Research to date has included pilot research focused on major stakeholders{\textquoteright} views, including children and youth, households and parents/caregivers, teachers and school personnel, emergency management/DRR professionals.\  With an ultimate research focus squarely on reflecting End User needs, particularly those focused on utilization, many consultations and end user workshopping have been successful in defining a stepwise project and utilisation draft roadmap. \ A first step is to ascertain whether current CC-DRR-focused disaster resilience education (DRE) programs reflect stakeholder needs and reflect theory and promising, good and best practices through developing a CC-DRR Practice and Evaluation Framework. Through an End User/Project Team co-development process, the Framework is then planned to be used to {\textquotedblleft}co-evaluate{\textquotedblright} End User agency DRE programs.

Following this {\textquotedblleft}stakeholder-supported, evidence-based practice{\textquotedblright} step, then DRE programs will be examined for {\textquotedblleft}practice-based evidence{\textquotedblright}, including child learning outcomes, DRR and resilience outcomes and cost effectiveness 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.\  The diagram on the next page provides a visual overview of this narrative.\ \  Finally, the report documents the various research and related activities that are intended to support this overall program of research.

}, issn = {142}, author = {Kevin Ronan and Briony Towers and Katharine Haynes and Eva Alisic and Susan Davie and Marla Petal and Nick Ireland and John Handmer and David Johnston} } @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} }