@article {bnh-6911, title = {Child-centred risk reduction and school safety: An evidence-based practice framework and roadmap}, journal = {International Journal of Disaster Risk Reduction}, year = {2020}, month = {04/2020}, 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.

}, keywords = {Child-centred risk reduction, Collective impact, Comprehensive school safety, Evidence-based practice, School safety}, doi = {https://doi.org/10.1016/j.ijdrr.2020.101633}, url = {https://www.sciencedirect.com/science/article/abs/pii/S2212420919305692}, author = {Marla Petal and Kevin Ronan and Gary Ovington and Matalena Tofa} } @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-2803, title = {Disaster resilience education: A practice framework for Australian emergency management agencies}, number = {185}, year = {2016}, month = {08/2016}, institution = {Bushfire and Natural Hazards CRC}, address = {Melbourne}, abstract = {

This paper presents a practice framework for the development and delivery of school-based disaster resilience (DRE) education in the Australian national context. The purpose of the framework is to provide Australian emergency management agencies with a strategic, evidence-based approach to the development of DRE programs that reduce risk, increase resilience and can be implemented at scale. The framework is comprised of three guiding principles (Collaboration and Partnership, Protection and Participation, and Diversity and Equity) and three core dimensions (Design, Implementation, Evaluation). The structure and content of the framework has been informed by current international and national policy frameworks, existing DRE practice guidelines, and peer-reviewed research evidence. It has also been informed by consultations with representatives from the emergency management and education sectors. The framework should be viewed as a work-in-progress, which as it evolves, can assist in building capacity for best practice in DRE. To this end, the authors welcome and encourage critical feedback and commentary from both key stakeholders and the wider public.

}, issn = {185}, author = {Briony Towers and Kevin Ronan and Katharine Haynes and Marla Petal and Susan Davie and Liz Addison and Tony Jarrett and Brenda Doren-Higgins and Conrad Walsh and Matthew Henry and Gwynne Brennan and Liz Tomazic and Peta O{\textquoteright}Donohue and John Richardson and Antonia Mackay and Ruth Noonan} } @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} } @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} }