Child-Focused Disaster Risk Reduction

Training guide

Any other text (date, copyright, etc.)

Child Focused

Disaster Risk Reduction

Modules for Children

CF DRR Modules for Children 1

Child Focused Disaster Risk Reduction


CONTENTS ACRONYMS ................................................................................................................................................................... 2 INTRODUCTION ............................................................................................................................................................ 3 SUMMARY TABLE AND TIMEFRAME ............................................................................................................................. 4 SUMMARY OF MODULES .............................................................................................................................................. 5 MODULE 0 OPENING ACTIVITIES .............................................................................................................................. 7 OPENING ACTIVITIES .............................................................................................................................................................. 7

Reference 0.1: Bible Verses and other Devotional Activities................................................................................. 12 Reference 0.2: Various ways of introduction ........................................................................................................ 18 Reference 0.3: Various ways of checking expectations ......................................................................................... 18 Reference 0.4: Training needs analysis form ......................................................................................................... 20

MODULE 1 RATIONALE OF CHILD-FOCUSED DISASTER RISK REDUCTION ................................................................ 23 SESSION 1: LOCAL DISASTER EXPERIENCES .................................................................................................................... 23

Reference 1.1.1: Sample outputs of participatory tools for local disaster situation ............................................. 27 Reference 1.1.2: Key statistics on Filipino children ................................................................................................ 31 Reference 1.1.3: Natural hazard and disaster impact in the Philippines ............................................................... 31 Reference 1.1.4: Summarized Table of Natural Disasters in Philippines from 1900 to 2010 ................................. 33 Reference 1.1.5: Republic Act 10121...................................................................................................................... 34

SESSION 2: CHILD RIGHTS, PROTECTION AND WELLBEING ........................................................................................... 39 Reference 1.2.1: Child Rights ................................................................................................................................. 45 Reference 1.2.2: Child wellbeing outcomes ........................................................................................................... 49 Reference 1.2.3: Summary of the Hyogo Framework for Action (HFA) 2005-2015 ............................................... 50 Reference 1.2.4: The Wakayama Declaration by Youth on Disaster Reduction .................................................... 52

MODULE 2 CHILD PARTICIPATION .......................................................................................................................... 53 SESSION 1: UNDERSTANDING CHILD PARTICIPATION ................................................................................................... 53

Reference 2.1.1: Roger Hart’s Ladder of Participation .......................................................................................... 57 SESSION 2: THE ENVIRONMENT AND I ........................................................................................................................... 59 MODULE 3 UNDERSTANDING DISASTERS, DISASTER RISK MANAGEMENT AND RESILIENCE ................................... 63 SESSION 1: BASIC CONCEPTS: DISASTER, HAZARD, VULNERABILITY AND CAPACITY .................................................... 63

Reference 3.1.1: Definitions: Hazard, Disaster, Vulnerability and Capacity .......................................................... 68 SESSION 2: DRM AND DRM ACTIVITIES .......................................................................................................................... 71

Reference 3.2.1: Disaster Risk Management .......................................................................................................... 75 SESSION 3: RESILIENCE ................................................................................................................................................... 77

Reference 3.3.1: Four sources of resilience of children and ways to strengthen them. ........................................ 81 Reference 3.3.2: Risk and resilience in children ..................................................................................................... 82

MODULE 4 COMMUNITY RISK ASSESSMENT .......................................................................................................... 83 SESSION 1: INTRODUCTION TO COMMUNITY RISK ASSESSMENT ................................................................................. 83

Reference 4.1.1: Community risk assessment ........................................................................................................ 87 Reference 4.1.2: Hazard assessment ...................................................................................................................... 88 Reference 4.1.3: Vulnerability and capacity assessments ...................................................................................... 90

SESSION 2: CHILD FRIENDLY COMMUNITY RISK ASSESSMENT (CRA) TOOLS ................................................................. 93 Reference 4.2.1: Child Oriented Participatory Risk Assessment (COPRAP) tools ................................................... 98 Reference 4.2.2: Town Watching ......................................................................................................................... 105

MODULE 5 DISASTER RISK REDUCTION MEASURES .............................................................................................. 109 SESSION 1: IDENTIFYING RISK REDUCTION MEASURES ............................................................................................... 109

Reference 5.1.1: Identifying risk reduction measures ......................................................................................... 112 SESSION 2: SAMPLES OF DISASTER RISK REDUCTION ACTIVITIES ................................................................................ 113

Reference 5.2.1: Public awareness ...................................................................................................................... 119 Reference 5.2.2: Common reactions of children to disasters and emergencies ................................................. 122

MODULE 6 DISASTER RISK REDUCTION ACTION ................................................................................................... 123 SESSION 1: DISASTER RISK REDUCTION ACTION PLANNING........................................................................................ 123

Reference 6.1.1: Community Disaster Risk Management Plan ........................................................................... 126 Reference 6.1.2: Recommended Contents of Family Survival Kit ....................................................................... 127

MODULE 7 CLOSING ACTIVITIES ........................................................................................................................... 129

2 CF DRR Modules for Children



ACRONYMS

ADPC Asian Disaster Preparedness Center

ADRC Asian Disaster Reduction Center

ADRRN Asian Disaster Reduction and Response Network

BK Buklod ng Kabataan

CDP Center for Disaster Preparedness

CDMP Community Disaster Management Plan

CFDRR Child Focused Disaster Risk Reduction

CRA Community Risk Assessment

CFJ Child Fund Japan

CFS Child-Friendly Space

COPE Community Organization of the Philippine Enterprise Foundation, Inc.

COPRAP Child-Oriented Participatory Risk Assessment and Planning

DNCA Damage, Needs and Capacity Assessment

DRM Disaster Risk Management

DRR Disaster Risk Reduction

EWS Early Warning System

HFA Hyogo Framework for Action

HVCA Hazard, Vulnerability and Capacity Assessment

IEC Information, Education and Communication

JICA Japan International Cooperation Agency

NGO Non-government Organization

MOVE Mobilization of Children and Youth to Offset Vulnerabilities for Empowerment

PETA Philippine Educational Theater Association

PWDs Person with Disabilities

TNA Training Needs Analysis

UNCRC United Nations Convention on the Rights of the Child

UNICEF United Nations Children’s Fund

UNISDR United Nations International Strategy for Disaster Reduction

UP-CSWCD University of the Philippines -College of Social Work and Community

Development

WVDF World Vision Development Foundation




INTRODUCTION

Today, the world is facing disasters in on record scale. Since the 1990s, disasters kill 58,000 people

on average each year and affect 225 million people. Asia Pacific, in particular, is a highly disaster

prone continent, with significant incidence of cyclical natural disasters that are in some cases

compounded by civil conflict and political unrest. All communities have some strategies to cope

with stresses and hazards, however, these are frequently eroded by the fragile nature of many

people’s existence.

It is in this context that the Regional Resilience Project was implemented in pilot countries, the

Philipines included. The project believed that investment in risk reduction activities at a community

level can significantly enhance long term development initiatives thus enabling more cost effective

and sustainable programme interventions.

The ultimate goal of the project is to build resilient communities. WV Philippines, as a pilot

country and one whose work for and with children has been acknowledged by many, was

expected to come up with a framework and tools for child-focused disaster risk reduction (CF

DRR), which is one approach to building resilient communities.

One of the tools developed within the Regional

Resilience Project is the CF DRR Modules for

Children, presented in this document. It serves as a

training guide for child focused disaster risk

reduction practitioners who intend to build the

capacity of communities on disaster risk reduction.

This training has been designed for audiences

composed of children but can be provided to adult

as well. It is intended to be delivered in 3 full days.

Training Objectives

At the end of the three-day training, the participants will:

a. Understand their local disaster threats and their impact on children, families and communities;

b. Identify international and national tools and frameworks that promote children’s needs and

involvement in any developmental programs and initiatives including disaster risk reduction;

c. Become familiar with basic concepts and terminologies of disasters and disaster risk

management;

d. Know the concepts and processes involved in community risk assessment, with practice in

child-friendly community risk assessment tools and;

e. Develop an action plan that lays down DRR activities to be implemented by children, families

and community to achieve disaster safety and resiliency.




SUMMARY TABLE AND TIMEFRAME

Day MODULE TOPIC/ SESSION METHOD

DURATION

Session |

Module

Day 1

MODULE 0

OPENING

ACTIVITIES

Opening program Prayer, National Anthem,

messages

1.5

hours

1.5

hours

Introduction of participants and

facilitators / resource persons Diverse methods

Expectation setting Diverse methods

Presentation of training design Discussion

Agreement on house rules Discussion

MODULE 1

RATIONALE OF CHILD-FOCUSED DISASTER RISK

REDUCTION

Session 1:

Local disaster experiences

Group workshop

Plenary presentation

Interactive lecture

1.5

hours

4 hours Session 2:

Child rights, protection and

wellbeing

Group exercise: “Seeds to

Trees”

Interactive lecture

2.5

hours

MODULE 2

CHILD

PARTICIPATION

Session 1:

Understanding child participation

Group exercise: “This is Me”

Interactive lecture

1.5

hours 2.5

hours

Session 2:

The environment and I

Group exercises: “Growing

and Disasters”

Interactive discussion

1

hour

Day 2

MODULE 3

UNDERSTANDING DISATERS, DISATER RISK MANAGEMENT

AND RESILIENCE

Session1:

Basic concepts: Disaster, hazard,

vulnerability and capacity

Quiz Show

Interactive lecture

1.5

hours

4 hours Session 2:

DRM and DRM activities

Group exercise: Acrostic on

DRM

Interactive lecture

1.5

hours

Session 3:

Resilience

Group Work: Child paper

cutout

Interactive lecture

1

hour

MODULE 4

COMMUNITY RISK ASSESSMENT

Session 1:

Introduction to community risk

assessment

Observation exercise

Interactive lecture

2

hours 3.5

hours Session 2:

Child-Friendly community risk

assessment (CRA) tools

Group workshop: COPRAP

tools

Interactive lecture

1.5 hours

Day 3

MODULE 5

DISATER RISK REDUCTION

MEASURES

Session 1:

Identifying disaster risk

reduction measures

Role Play: “Envisioned

Community”

Interactive lecture

2

hours 4

hours Session 2:

Examples of disaster risk

reduction activities

Poster cum slogan making

Travelogue: “Cutting the

Space”

Interactive lecture

2

hours

MODULE 6 ( Joint Module)

DISASTER RISK

REDUCTION (DRR) ACTION PLANNING

Session 1:

Disaster risk reduction action

planning

Planning Workshop

Interactive Lecture 3

hours

3

hours

MODULE 7

CLOSING

ACTIVITIES

Evaluation Creative Writing

Visual Arts

1.5

hour

1.5

hours




SUMMARY OF MODULES

Module 0 Opening Activities

Setting the tone for the whole training, the opening activities allow the participants and facilitators

to become acquainted and initiate a comfortable and relaxed environment for the rest of the

training. During this module, the training schedule, methodology and rules (i.e. houses rules, do’s

and don’ts) are introduced and a first round of comments and expectations is sought from the

participants.

Module 1 Rationale of Child Focused Disaster Risk Reduction

This module of two sessions covers disaster experience of children in the community and the

reasons why a child-focused approach is needed in disaster risk reduction. The module aims to

make the participants understand the impacts of disasters to the wellbeing not only of children but

also their families and community. It also tackles the various instruments and foundations for

promoting children’s involvement in DRR, which represents one of the anchors to their basic

rights.

Module 2 Understanding Child Participation

Importance of child participation and contribution in keeping a safe environment are presented

through the two sessions of this module. Participants are made aware of the value of young

people’s involvement in DRR as a matter of right and the fact that no one is exempted from the

impacts of disasters.

Module 3 Understanding Disasters, Disaster Risk Management and Resilience

The objective of the first session of this module is for the participants to comprehend the

relationship of hazards, vulnerabilities and capacities to disasters. The second session covers the

activities which can be done to prevent disasters and achieve safety. The third session explains the

concepts and promotes resilience.

Module 4 Community Risk Assessment

The two sessions of this module pertain to community risk assessment and different participatory

tools that can be used by children in understanding a disaster situation. Emphasis is made on the

value of community risk assessment and the processes involved in it. Participants are also able to

practice some tools to identify the risks and vulnerabilities that threaten their community.




Module 5 Disaster Risk Reduction Measures

In this module, the identification of disaster risk reduction measures and examples of activities that

help achieve community safety are discussed. The first session seeks to make the participants

aware that they can contribute in implementing activities to reduce the threats of disasters and

promote a culture of safety. The importance of risk assessment results in defining disaster risk

reduction measures is also stressed, while examples of such measures are presented in the second

session.

Module 6 Disaster Risk Reduction (DRR) Action Planning

The unique session of this module, which can be implemented together with adults and children,

enables the participants to identify and plan the activities that are feasible, appropriate and

responsive to their needs in a disaster situation. Participants are also introduced to methods for

identification of the timeframe and material or human resources needed to implement the DRR

activities.

Module 7 Closing Activities

In this concluding session, a summary of the different topics discussed throughout the training

period is provided and participants have the final opportunity to ask questions and raise issues or

points that are not clear to them. Through interactive exercises, the participants are also asked to

express what went well and what needs to be improved in the diverse modules, providing the

facilitators with a valuable means for evaluating the whole training. Distribution of certificates to

the participants may also be carried out at the end of the session.




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MODULE 0 OPENING ACTIVITIES

Opening Activities

Objectives

Participants, facilitators, and staff get acquainted with each other;

Understand the objectives of the workshop;

Clarify participants’ expectations;

Become familiar with the do’s and don’ts and other rules of the workshop rules and how it

will be conducted in the next few days.

Feeling Outcomes

Foster an atmosphere of openness and

cooperation between the participants and

facilitators.

Flow of Activities

1. Opening ceremony

2. Introduction of participants and facilitators

3. Expectations articulation

4. Presentation of training design

5. Agreement on house rules

Tips to Facilitators

Use creative and lively introductory activities to

foster children involvement and make them at

ease and comfortable with each other.

You should have a briefing on child protection

guidelines and protocols before the training. You

will then be able to share your insights on the

topic with the participants as part of the opening

activities.

References

Reference 0.1: Bible Verses and other Devotional Activities

Reference 0.2: Various Ways of Introduction

Reference 0.3: Various Ways of Checking Expectations

Reference 0.4: Training Needs Analysis Form

Key Concepts

Opening activities are conducted to

set the tone for the training. This

provides an avenue for the

participants and facilitators to get to

know each other and foster a

comfortable environment necessary

for the success of the training.

It is important for the facilitators to

know, clarify and validate the

participants’ expectations to adjust

the conduct of the workshop and

provide a more effective learning

experience.

Presentation of the training structure,

highlights and methodology is

essential to give the participants an

clear idea on how the activity will

proceed in the following days.

Training rules, such as Do’s and

Don’ts, should be discussed and

agreed upon between the facilitators

and participants to provide a smooth

execution of the training, with

minimal interference.

1h30




Process

1. Daily Opening Ceremony

Duration: 15 min.

The organizer can arrange a formal or informal opening program. In case the opening

program is formal, singing of the National Anthem may take place after the opening prayer.

Guests (i.e. Local Government Unit/ Barangay Official) may also be invited to deliver a

welcome address.

As for each of the following days, an opening reflection may be conducted through a prayer,

reading of Bible verses and activities related to the importance of learning. Have the

participants form a big circle and ask 5 volunteers to read verses from the Bible. The

following are some of the verses related to children which could be used:

“…Out of the mouths of infants you have established strength.”

“…Truly I say to you, when you have become like children then you can enter the

Kingdom of Heaven…

“Whoever humbles oneself like a child is the greatest in the kingdom of heaven.”

“…Let the children come … to them belongs the Kingdom of God…

Truly I say to you whoever does not receive the Kingdom of God like a child shall not

enter it…”

Request the participants to share their ideas on how they understand the recited verses. Ask

them to move closer to each other, raise their hands slowly, pat the back of the one beside

them and say, good day!

If there are children who are non-Christians, the facilitator can use other opening activities

(See Reference 0.1).

2. Introducing each other

Duration: 30 min.

The opening program is followed by introduction among the participants, facilitators and staff.

Some of the various ways that can be used for this “getting–to-know-you” activity are as

follows:

“Kumusta ka” Song – an action song where at the end of the song children changes

partners and ask the following questions:

What is your name and barangay/municipality

What are your favorite things to do?

In my community, I can participate in activities when…

My aspiration/dreams is/are…

Zip-Zap-Zoom game. Tell the children to ask the name of the child on his/her right side.

When the “IT”* points to a child and shouting “Zip!” at the same time, he/she will say the

name of the person on his/her right side. When “Zap!” is shouted, he/she will name the

child on his/her left side. When the “IT” shouts “Zip, Zip!”, he/she will name the person

standing two places to his/her right. With “Zap, Zap!”, he/she will name the person




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standing two places to his/her left. When the “IT” shouts “Zoom,” everybody changes

place.

* The “IT” is the child who leads the game at some point in time. It is first assigned by

the facilitator and may change according to the course of the game.

Name introduction in a bigger group where, in turn, each child gives own name after

remembering and naming all those that precede him/her.

3. Articulation of expectations

Duration: 30 min.

Following the “getting–to-know-you” activity is the compilation of participants’ expectations.

Following a set of guiding questions, different activities can be run to facilitate the generation

of expectations. Two examples are provided below:

Activity (Example 1): Creative presentations

Guide questions:

Ano ang inaasahan mo sa training na ito? (What do you expect from this training?)

Ano ang gusto mong pag-usapan namin sa training na ito? (What do you want to discuss in

this training?)

Ano ang inaasahan mo sa mga kapwa mo kalahok at tagapagpadaloy? (What do you expect

from your fellow participants and facilitators?)

In small groups, ask participants to discuss and gather their answers to the guiding

questions and share the result to the whole audience through creative presentations (i.e.

drama, singing etc.) An example is shown below:

Group 1: Singing of “Pagsubok” (What do you expect from this training?)

Group 2: Singing of “Kalikasan” w/ interpretative dancing. (What do you want to

discuss in this training?)

Group 3: Pantomime (What do you expect from your fellow participants and

facilitators?)

Drawing lots, with straws or pebbles for example, can be used so that children will not

just follow the facilitators’ instructions.

Activity (Example 2): The Bus Stations

In preparation to this activity, arrange an easel sheet at each of the 4 corners of the

room. The sheets should be placed in a way that allows movement of participants. Write

the title “Bus Station 1”, “Bus Station 2”, “Bus Station 3” and “Bus Station 4” on each

sheet respectively and the corresponding questions below. Leave enough space to allow

the children write their answer.

Bus Station 1: Why are you here? What do you want to learn?

Bus Station 2: What can you do to make this workshop successful?

Bus Station 3: What are the problems that may hinder your participation?

(For example: Are you shy? Do you have problems at home?)

Bus Station 4: What should be the rules or the DOs and DON’Ts that you should

observe during the entire training?




Start the activity by gathering the children into 4 groups. For this, you may ask children to

count from 1 to 4 or may use any other simple and short dividing game.

Randomly, assign each group to one of the “Bus Station” and ask them to go to the

corresponding corner.

At their respective bus stations, ask the groups to discuss the questions found on their

sheet and write their answer(s). Give them 5 minutes for this.

Once each group has written his answers, make them move clockwise to the next bus

station. That is to say, the group at Bus Station 1 moves to Bus Station 2, and so on.

Again, ask each group to look at the new questions and add their answers to the easel

sheet, emphasizing that they should NOT repeat the answers already written on the

sheet by previous groups.

Once again, allow 5 minutes to discuss and write the answer and repeat the groups’

movement until the 4 groups have gone through each bus station.

Move one last time the groups to the bus station where they first started and give them 2

to 3 minutes to review what has been added to their sheet. Ask a volunteer from each

group to read aloud all the answers on their bus station.

Comment on the children outputs and emphasize on the most significant rules cited

during the exercise.

Appreciate and thank participants for their outputs.

See Reference 0.2 for other methods on introduction and Reference 0.3 for other methods on

expectations compilation.

4. Presentation of training design

Duration: 15 min.

After the activities on participants’ expectations, proceed to the presentation of the training

structure and content. Children feedback also plays an important role in this exercise.

Activity: Training outline

In preparation of the activity, write the objectives of the training on easel sheets and post

them on the wall of the room. Objectives should be written in clear and simple words or

phrases and in a language that most children understand).

On another wall of the room, post the daily highlights, which include topics or content

and how each topic will be run (games, workshop, poster making and others).

Ask the participants to gather near the wall where the objectives are posted.

For each objective, ask a child to read aloud. You may also ask all of them to read

together one objective after the other.

Ask participants for anything that they may not have clearly understood and explain

further on the points being raised.

Lead the children to the other wall where the daily highlights are posted. As for the

previous notes, ask them to read aloud and provide clarification on any points that are not

clear to them. You should emphasize on how children will be involved in the training

program.

Appreciate and thank participants for their outputs.




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5. Agreement on house rules

Duration: 15 min.

Discuss and agree on the schedule, the do’s and don’ts and other rules that everyone will

have to follow through the whole training.

Ask participants what is their preferred time to start and time to end the session each

day. Ask for suggestions and get the group consensus.

Group participants into 4 smaller groups. You can ask them to gather in the same groups

created for the Bus Station activity.

Distribute to each group 4 pieces of big meta cards: 2 cards of the same color (orange,

for example) and 2 cards of the same color but different color from the first 2 cards

(green, for example).

Tell the groups to discuss among themselves and agree on the rules that they want

participants to observe during the whole training period. Ask each group to write on the

first 2 cards (orange) the “Dos” and on the other 2 cards (green) the “Don’ts”.

Once the groups are done, ask them to post their cards with the recommended rules on

the wall. Ask participants to post together cards with the same thoughts.

Summarize and emphasize that every now and then the rules will be reviewed to remind

everyone.

Ask for clarifications from participants and thank them for their output.




Reference 0.1: Bible Verses and other Devotional Activities

Focus of reflection: Preparedness

Genesis 6:13-22

Noah and the building of the Ark

13 So God said to Noah, "I am going to put an end to all people, for the earth is filled with violence

because of them. I am surely going to destroy both them and the earth. 14 So make yourself an ark of

cypress wood; make rooms in it and coat it with pitch inside and out. 15 This is how you are to build it: The

ark is to be 450 feet long, 75 feet wide and 45 feet high. 16 Make a roof for it and finish the ark to within

18 inches of the top. Put a door in the side of the ark and make lower, middle and upper decks. 17 I am

going to bring floodwaters on the earth to destroy all life under the heavens, every creature that has the

breath of life in it. Everything on earth will perish. 18 But I will establish my covenant with you, and you will

enter the ark—you and your sons and your wife and your sons' wives with you. 19 You are to bring into

the ark two of all living creatures, male and female, to keep them alive with you. 20 Two of every kind of

bird, of every kind of animal and of every kind of creature that moves along the ground will come to you

to be kept alive. 21 You are to take every kind of food that is to be eaten and store it away as food for

you and for them."

22 Noah did everything just as God commanded him.

Focus of reflection: Disaster Event

Zechariah 14:5

5 You will flee by my mountain valley, for it will extend to Azel. You will flee as you fled from the

earthquake in the days of Uzziah king of Judah. Then the LORD my God will come, and all the holy ones

with him.

Revelation 16:18

18Then there came flashes of lightning, rumblings, peals of thunder and a severe earthquake. No

earthquake like it has ever occurred since man has been on earth, so tremendous was the quake.

Luke 2: 10-11

10But the angel said to them, "Do not be afraid. I bring you good news of great joy that will be for all the

people. 11Today in the town of David a Savior has been born to you; he is Christ[a] the Lord.

Focus of reflection: Relief

Acts 11: 27-30

Famine in Judea relieved by Christians in Antioch

And in these days came prophets from Jerusalem unto Antioch. And there stood up one of them named

Agabus, and signified by the Spirit that there should be great dearth throughout all the world; which came

to pass in the days of Claudius Caesar. Then the disciples, ever man according to his ability, determined to

send relief unto the breathren which dwelt in Judaea; Which also they did, and sent it to the elders by the

hands of Barnabas and Saul.

http://www.biblegateway.com/passage/?search=Luke%202:10-11&version=NIV#fen-NIV-24977a




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Focus of reflection: Rehabilitation

Ruth 4: 1-12

Restoring mortgaged land

1 Meanwhile Boaz went up to the town gate and sat there. When the kinsman-redeemer he had

mentioned came along, Boaz said, "Come over here, my friend, and sit down." So he went over and sat

down. 2 Boaz took ten of the elders of the town and said, "Sit here," and they did so. 3 Then he said to

the kinsman-redeemer, "Naomi, who has come back from Moab, is selling the piece of land that belonged

to our brother Elimelech. 4 I thought I should bring the matter to your attention and suggest that you buy

it in the presence of these seated here and in the presence of the elders of my people. If you will redeem

it, do so. But if you will not, tell me, so I will know. For no one has the right to do it except you, and I am

next in line." "I will redeem it," he said. 5 Then Boaz said, "On the day you buy the land from Naomi

and from Ruth the Moabitess, you acquire the dead man's widow, in order to maintain the name of the

dead with his property." 6 At this, the kinsman-redeemer said, "Then I cannot redeem it because I might

endanger my own estate. You redeem it yourself. I cannot do it." 7 (Now in earlier times in Israel, for the

redemption and transfer of property to become final, one party took off his sandal and gave it to the

other. This was the method of legalizing transactions in Israel.) 8 So the kinsman-redeemer said to Boaz,

"Buy it yourself." And he removed his sandal. 9 Then Boaz announced to the elders and all the people,

"Today you are witnesses that I have bought from Naomi all the property of Elimelech, Kilion and

Mahlon. 10 I have also acquired Ruth the Moabitess, Mahlon's widow, as my wife, in order to maintain the

name of the dead with his property, so that his name will not disappear from among his family or from

the town records. Today you are witnesses!" 11 Then the elders and all those at the gate said, "We are

witnesses. May the LORD make the woman who is coming into your home like Rachel and Leah, who

together built up the house of Israel. May you have standing in Ephrathah and be famous in

Bethlehem. 12 Through the offspring the LORD gives you by this young woman, may your family be like

that of Perez, whom Tamar bore to Judah."

Focus of reflection: Reconstruction

Nehemiah 6:15

Rebuilding of Jerusalem

15 So the wall was completed on the twenty-fifth of Elul, in fifty-two days.

Focus of reflection: Mitigation

Genesis 41: 34-36

Food storage in Egypt

34 Let Pharaoh appoint commissioners over the land to take a fifth of the harvest of Egypt during the

seven years of abundance. 35 They should collect all the food of these good years that are coming and

store up the grain under the authority of Pharaoh, to be kept in the cities for food. 36 This food should be

held in reserve for the country, to be used during the seven years of famine that will come upon Egypt, so

that the country may not be ruined by the famine."

Sources:

- Christian Perspective on Disaster Management: A Training Manual, Interchurch Relief and

Development Alliance

- http://www.biblegateway.com




Examples of other opening activities

Activity # 1

Greetings!

Good morning, children! I am your Tito/ Tita, Kuya/ Ate ______. I am happy we are all here

today to learn many things.

Before we start, let us greet one another. Let us sing the song “ Hello, I am Glad to be with

You.” As we sing the song, let us extend our hand to the one next to us.

Hello, hello, hello,

I’m glad to be with you.

Let’s work and play, my friend.

Tralalalalalalala, tralalalalalalala, tralalalalalalala,

I’m happy to be your friend.

Game: “Touch the Tree”

Let the whole class go outside the classroom. Choose an “It” and tell the other children to

form a circle around the “It”. When the “It” says, “Touch the tree,” the other children will

run and look for trees to touch. The “It” then chooses and points at one child who has not

yet touched a tree. The one who was chosen becomes the next “It”.

Repeat the game several times. The “It” can change the things that the other players need to

touch. For example, the “It” can ask the other children to touch a flower, a rock or other

things seen in the surroundings.

Recite

After the game, recite the following:

“God created all things beautiful for His people”

“Our God is so powerful that He created the world and everything in it. He made it beautiful

for us. He created me and made me beautiful. Let us give thanks to Him.”

Give Thanks to the Lord.

The Lord is worthy of all our places. What are the ways we can worship Him? Consider the

following:

Worship Him through songs.

Do what is pleasing to God.

Do good to others.

Tell others about the great things He did for you.

Take care of His creations.

Pray to Him alone.




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Activity #2

Say: ”Today is a very pleasant day. God gave us another day to enjoy it with other people

and our selves. Let us sing songs that will make us happy.”

Ako ay may Ulo

Ako ay may ulo na aking ginagalaw, aking ginagalaw, aking ginagalaw

Ako ay may ulo na aking ginagalaw, salamat sa Maykapal

(palitan) - balikat

- kamay

- baywang

- tuhod

- paa

- ulo, balikat, kamay, baywang, tuhod, paa

Ang mga Isda

Ang mga isda na lumalangoy

Minamahal ng Diyos, ‘di kumukupas

Ang mga isda na lumalangoy, minamahal ng Diyos, ‘ di kumukupas

Huwag ka nang malungkot, kapatid ko

(Palitan) - Ang mga ibon na lumilipad

- Ang mga bulaklak na bumubuka

- Ang mga puno na lumalaki

- Ang mga bata na maliliit

Game: “Helper Relay Race”

Go outside the room and divide the class into two teams. Have each team break into two

lines so that a team member will have a playing partner. Put a chair about three meters away

from where the teams are standing. The chair serves as a marker.

At the count of three, the first two pairs will hold each other’s arms, run to the chair, go

around the chair, and run back to their starting line. When a pair reaches the starting line, the

next pair takes its turn and does the same process. The first team that finishes the game is

declared winner.

Recite

“I can do everything with the help of God.”

As human beings, we can only do so much. There are things that we can only do with the help

of God. If we trust Him, He will enable us to accomplish great things in life.

Activity # 3

Good day! Let us sing songs that will make us happy.

Sampung mga Batang Masaya

May isa, may dalawa, may tatlong mga bata,

May apat, may lima, may anim na mga bata,




May pito, may walo, may siyam na mga bata,

Sampung mga batang Masaya.

Halina’t making ng awitin

Halina’t manood ng sayawan

Halina’t magsaya at magtipon

Sabado, Sabado na ( ngalan ng araw)

Pamparampampampampampampampampam

Deep, Deep

Deep, deep, derererepdip, derererepdip, derererip (2x)

An gating Diyos ay Siyang mabuti

Kumikilos sa ating buhay

Di Niya tayo pababayaan

Paniwalaan ito ay tunay

Sino ang Siya

Siya ang ating Diyos, makapangyarihan

Ang nagligtas sa’tin na tanan, wooh

Game: “Pass the Egg”

This game requires one hard-boiled egg.

Gather the children in one big circle. Let them pass the egg around as they sing “This is the

Day” or any familiar song. When the song is finished, the one who is holding the egg will tell

what makes him/her afraid. For example, “I am afraid of the dark.”

Encourage the children, especially the shy ones, to join in the sharing.

Recite

“God saves those who trust in Him.”

Activity # 4

Halina’t Sama-sama

Halina’t sama-sama, purihin natin Siya

Halina’t sama-sama, awitin natin Siya

Ipalakpak ang inyong kamay, itaas at ikaway

Lahat magsasabing Diyos ay buhay

Game: “Shark and Fish”

Let the children go outside the room and divide them into two groups.

The first group will stand in a circle, forming an inner circle. The second group will form the

outer circle.

Choose one child to play the “Shark” and another to play the “Fish”. The “Shark” will run

after the “Fish” and try to catch him/ her.

The “Fish” must find a safe place to hide from the “Shark”. He/ She will do this by standing in

front of a person in the inner circle.




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The child standing at the outer circle then becomes the “Fish.” and it will be his/her turn to

try avoiding the “Shark.” He/ She can do this by taking the place of a person in the inner

circle. But if he/ she gets caught by the “Shark,” he/ she will become the “Shark” and run after

the “Fish.”

Play this game for 10-15 minutes.

Recite

“We can accomplish great things when we work together”

Activity # 5

Kalikasan ay Pangalagaan

Magtanim tayo ng puno

Polusyon ay sugpuin

Mga dahon at halaman

Lilinisin ang hangin

Mayroon din tayong karagatan

Lamang-dagat ay pangalagaan

Bubuti ang buhay natin

Pag pinutol ang kagubatan

Mga ibon ay lilisan

Pag pinanot ang kabundukan

Agos-ulan, ‘ di mapipigilan

Kasakiman ay ating iwasan

Alalahanin ang kinabukasan

Kalikasan ay pangalagaan

Uunlad ang ating bayan

Game: Flower Relay Race

This game requires two artificial flowers.

Take the children out of the classroom and divide them into two teams. Have each team form a

line and put a chair about three meters away from where the teams are standing.

Give a flower to each player standing in front of the line.

At the count of three, the two players holding a flower will run to the chair and back to the base

line.

Upon reaching the initial line, the player hands the flower to the one next in line, who in turn runs

to the chair and back to the base. The same procedure is done by every member of the team.

The first team to finish the game is declared the winner.

Recite

“God made the flowers that giver our world beauty and color”.




God created the plants so we can have sources of food, medicine, materials for our shelter, and

other things. God is so good because He provides our needs. He loves us so much that He gave

us things that we can appreciate and enjoy. He made our world so colorful. Let us thank Him in

His Goodness.

Sources:

- Life-Changing Lessons for Children: A Transformational Development Curriculum Facilitator’s Manual,

World Vision Development Foundation, Inc., 2006

- Life-Changing Lessons for Children: A Transformational Development Curriculum Stories and Songs in

Pilipino, World Vision Development Foundation, Inc., 2006

Reference 0.2: Various ways of introduction

The following are suggestions of lively and creative ways of introduction to help the facilitators in

building relationship among the audience and fostering a friendly environment at the

commencement of the training.

Ask the participants to form a circle. Have them think of their favorite pastime. In turn,

request each of them to act or mimic his/her pastime just after mentioning his/her name.

Two circles of the same number of participants are formed, one inside the other. Participants

of each circle are facing the participants of the other circle. The two circles move in opposite

directions and when the facilitator says ‘stop’, each person has to introduce him/herself to the

person in front of him/her by saying his/her name, organization and his/her reason for joining

the training. Then, everyone sits down in pairs and each presents his/her partner to the rest

of the group.

Have each participant draw his/her self-portrait with his/her name on it. In turn, ask them to

present their portrait to the rest of the group.

Each participant selects an adjective starting with the first letter of his/her name to describe

certain qualities he/she possesses, or would want to possess in relation to disaster protection.

Participants choose an object from inside the training room or its immediate surroundings

that symbolizes themselves in relation to their experience or knowledge in disaster

protection.

Request participants to make their own name tags using diverse colored paper or cards

provided to them. Each participant then explains why he/she chose to use the particular color,

shape or name.

Reference 0.3: Various ways of checking expectations

Below are some suggestions to obtain the feedback from the audience on their expectations

related to the topic of the training.

After any of the activities below, discuss and sum up the responses of the participants. Compare

the expectations with the training objectives, content, methods and schedule. Identify what




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expectations can and cannot be covered by the training. Discuss this with the audience as well and

relate it with the content of the next modules.

From the results of the activity and the expectations of the participants, you may also want to

make some reasonable adjustments to the content of your training for the following days.

• Write the questions What do you want to happen? and What you would not want to happen? on

two separate sheets of kraft/easel paper. Provide participants with meta cards of two colors

for them to answer the two questions. Color coded meta cards will help distinguish the

responses for each question. Ask them to post the meta cards in the kraft/easel paper posted

on the wall.

• “Bus Stop”. Prepare four sheets of kraft/easel paper for each of the following questions:

Bus Stop 1: What do you expect from the training?

Bus Stop 2: What can facilitate your learning and active participation?

Bus Stop 3: What can hinder your learning and active participation?

Bus Stop 4: What can you contribute to the success of the training?

Post the sheets of paper around the room as Bus Stop 1, 2, 3 and 4. Split the participants into

four groups. Ask each group to discuss their answer for the question of their Bus Stop and

write their answer(s) on the sheet. Rotate the groups to repeat the operation on the next

Bus Stop until each group has written on the four sheets.

• “Board work” Using the same questions as for ”Bus Stop”, ask participants to write their

answers on colored meta cards. Ask them to use a distinct color to write the answers to

each question (for example, blue for question 1, red for question 2, etc.). Ask participants to

post their answers on the board or wall. Discuss the answers and relate to the training design

as suggested in item 2.

• Participants are asked to form a circle and throw a ball of paper (or a small soft ball) to each

other. When a participant receive the ball, he/she introduces him/herself and answers the

same questions as in item 2 before throwing the ball to someone else.

• Ask participants to complete the following statements:

I want to improve my knowledge, skills and attitude on ____.

I will contribute with my _____ (knowledge, time, skills, attention, etc.) to make this

training successful.

I want my co-participants to be ______ to make this training fruitful and successful.

I will learn better and participate well in this training if the facilitator uses the following

methods and approaches _______.

• Four cards are prepared on which the words, “Knowledge”, “Skills”, “Attitude” and “Other”

are written. The cards are posted on the wall. Participants are provided with meta cards of

four different colors to write down their expectations in the areas defined by the four words.

Ask the participants to post their responses under each word.




Reference 0.4: Training needs analysis form

A. Personal information

Name: ________________________________Gender: ___________________

Birthday: _______________Age:_______ Religion: ___________________________

Home Address: _______________________________________________________

______________________________________________________

Contact Number: ___________________

School: _____________________________________________________________

Grade/ Year Level: _______________________________

B. Organizational affiliation (School and Community)

Name of

Organization

Position in the

Organization

Length of

Membership in

the Organization

Responsibilities in

the Organization

C. Attended training or courses in relation to environment and disaster risk reduction

Title of Training/ Course Organizer/ Sponsor Year




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D. What are the common problems and concerns you face in times of disasters (i.e. typhoon,

floods)?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____

E. What do you expect to learn from the training?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____

F. What are your suggestions/recommendations for the training?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____

Signature: _________________

Date: _________________

Sources:

- Integrating Children’s Rights in Barangay Disaster Management and Development: A Trainor’s

Manual. Balay Rehabilitation Center, 2006

- Participatory Learning & Action: A Trainer’s Guide. J. Pretty et al, 1995.

- Psychosocial Support and Children’s Rights Resource Center Documentation, 2010

- Training for Transformation: A Handbook for Community Workers Book 2. Hope and Timmel, 1986.







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MODULE 1 RATIONALE OF CHILD-FOCUSED DISASTER RISK REDUCTION

Session 1: Local Disaster Experiences

Objectives

Identify safe and unsafe places in the community before and during disasters.

Discuss past and current disasters experienced by the participants, their family and

community;

Identify the roles that different stakeholders play in helping the children, their families and the

community in disaster preparedness, emergency response and recovery.

Describe the impacts of disasters and evaluate the challenges faced by communities, families

and children and the factors that contribute to their vulnerabilities to various threats and

hazards.

Feeling Outcomes

Openly share to others ideas, experiences and lessons learned from past and current disaster

experiences.

Flow of Activities

1. Introduction

2. Group activity: Safe and Unsafe Places

3. Group activity: Past or Present Disasters

4. Discussion

Materials Needed

Community spot map and profile

Kraft/ easel paper

Permanent markers

Colored pens

Crayons

Visual aid: LCD projector and screen

Laptop for PowerPoint presentation

1h30

Key Concepts

Disaster experience refers to

the record of disasters that

adversely affected people in a

community, their livelihoods

as well as their properties. It

also details down the actions

that the community, families

and children can undertake

to prepare, respond and

recover from various threats

and disasters.





When discussing with the audience the effects of disasters, emphasize that different age

groups and community members sectors are impacted by disasters at different extents.

Among the groups that suffer the most are children, women, elderly, and people with

disabilities (PWDs). These individuals are already vulnerable during normal times and more so

during emergency situations. They experience multi-dimensional effects of disasters and these

are manifested in the physical, socio-cultural, economic, psychological, and political aspects.

Therefore, special attention should be given to these groups.

Use of participatory tools is necessary for children to generate a more holistic and

comprehensive picture of the local disaster experiences in a particular community. Better

results are obtained when everybody is given a chance to share his or her ideas. In addition,

interaction among children is fostered to create an atmosphere of openness and prevent

them from being shy.

Be sensitive enough to children as they may get emotional in sharing their disaster

experiences (i.e. they might have lost a family member or loved one because of a disaster).

Remind them that further discussion of their disaster situation as well as the contributing

factors that contribute to their vulnerabilities will be covered in the succeeding modules.

Thus, presentations and discussions in this session should be short and concise.

In grouping the participants, ensure that gender and age considerations are carefully taken

into account. Each group should have a mixed composition of boys and girls and children aged

9-13 and 13-16 years old.

References

Reference 1.1.1: Sample outputs of participatory tools for local disaster situation

Reference 1.1.2: Situation of Filipino children

Reference 1.1.3: Natural hazard and disaster impact in the Philippines

Reference 1.1.4: Summarized table of natural disasters in Philippines from 1900 to 2010

Reference 1.1.5: Republic Act 10121 (An act of strengthening the Philippine disaster risk

reduction and management system)




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Process

1. Introduction

Duration: 5 min.

Introduce the module and its corresponding sessions. Tell the participants that this session

will be primarily conducted through group work and presentation.

Using the two activities below, provide the children with the concept of safe and unsafe places

and make them share their experience in disaster situation.

2. Group Activity: Safe and Unsafe Places

Duration: 30 min.

Ask participants to go around the room and identify or seek spaces/places that are:

Dark

Cool or comfortable place

Center of the room

Most comfortable

Places which makes them feel sick

Places that are safe

Places that are not safe

For each answer, ask them why?

Ask participants to go out of the room and repeat the process. Ask participants to think

of their own home. Ask them to share what places or spaces in their houses are safe and

not safe. Why?

Summarize the highlights with a discussion.

3. Group Activity: Past or Present Disasters

Duration: 30 min.

Part 1: News Headlines

Ask the children to form groups of 4 members.

On a piece of paper (bond paper size, at least), ask each group to come up with one news

headline that describes a disaster impacting large number of people and properties. It can

be an event they have personally experienced or something they saw on TV or heard

over the radio or from people in their communities. An example could be “Haiti Quake

Kills Thousands”.

Ask the groups to walk around showing each other what their news headlines are or ask

them to present in turn by way of acting as newscasters.

End the exercise by asking the following questions.

What have you noticed? What have you heard?

How do you feel by what you have seen?




Part 2: Paint Me a Picture

Using the headlines above, ask the same groups to prepare the portray of actions which

could happen during that particular disaster. Instruct them that when you say “FREEZE”,

the group has to freeze the play and stay in its place and position. When you shout

“ACTION”, the children can continue the play but must add a dialogue to it.

Alternately, ask each group to play or mimic the actions portraying their headline. Ask

the group to stop and freeze, allowing the other groups to guess what was conveyed or

shown.

Ask the performing group to provide dialogues when you shout the word “ACTION” to

confirm the interpretations of the audience.

Discuss the activity using the following guide questions to identify disaster situations and

experiences in the local context:

What disasters did you experienced in the past?

When? Where?

What was damaged (i.e. livelihoods, environment, health, structures, education)?

Who was affected?

What are the other threats and risks that have affected the community as a result of

the disasters?

How did the community, households and individuals prepare, respond and recover

from the disasters?

Who (people or agencies) assisted the community, households and individuals before,

during and after the disasters?

Remind the documenters assigned in each group to carefully note down the highlights of

their discussion.

4. Discussion

Duration: 25 min.

Summarize the key points highlighted in the presentation of their disaster experiences.

Mention that different participatory tools can be used to present their local disaster

experiences. Some of these tools are in the section of Reference 1.1.1.

Link the above to a discussion that elaborates CF DRR:

How, when, where it started

What’s the goal of CF DRR

Why and how can things be “child-focused”

Show and discuss CF DRR Framework …and talk about advocacy as one of its elements as a

segue to the next topic on RA 102121

Link the participants’ disaster experiences to some of the cases found in the Philippine

Disaster Situation (See References 1.1.2 to 1.1.4). Give special attention to children’s

situation for the audience to have a more personal and bigger picture of the risk conditions in

the country.

You may also provide a brief input on the Philippine Disaster Management System

through discussing some of the important provisions of Republic Act 10121 (An Act of

Strengthening the Philippine Disaster Risk Reduction and Management System). This will help




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the children to have an understanding of the system and processes in disaster risk reduction

being currently implemented in the country (See Reference 1.1.5).

Ask participants for comments and questions. If they do not need further clarifications, thank

them for their participation




Reference 1.1.1: Sample outputs of participatory tools for local

disaster situation

Make Me a Portrait by partners of Child Fund Japan Philippines

Before During After

The children are happily

playing in the yard while some

of them are in school

The houses are stable and the

families are cleaning their

surroundings

The barangay health unit is

providing immunization for

the young children

The doctors are helping the

sick people affected by the

disaster

Older children take care of

their younger siblings since

their parents are busy in saving

their properties and helping

others

People living in high risk areas

evacuate to safer location

The children in the evacuation

sites are encouraged to

participate in stress debriefing

activities such as praying and

story telling

The health unit conducts

feeding program

The parents with the help of

their children clean their

houses and neighborhood

The families help each other in

reconstructing their damaged

houses

Source: Documentation of CBDRM Training of Trainers of CFJ Philippines for Luzon Partners, Center for Disaster Preparedness

and CFJ Philippines, 2007

River of Life

Ask the children to recall and discuss past, present and future disasters that did affect, are still

affecting or could affect their community.

From their discussion, have them draw images on sheets of paper that represent or symbolize

the significant aspects or key events of these disasters. It is helpful for participants to do this

in chronological phases, starting from the past disasters, to be followed by the present and

future.

They can also include brief captions (i.e., year, disaster type, location, etc.) in each image.

On a piece of easel/kraft paper, ask one participant to draw a river flowing through the paper.

Ask the groups to come up and place their images on the paper using a tape.

After the children have finished drawing their images, ask them to post their output on the

wall.




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River of Life (Source: http://www.kstoolkit.org/River+of+Life29)

Hazard Map

Ask the participants to use the spot map (community map with landmarks) of their barangay

they have brought. Have them draw and mark where the DRR resources (i.e., safe evacuation

center routes, chapel, gymnasium, office of the Barangay Council) and basic services (i.e.,

health centers, schools) are located. Furthermore, ask them to identify and mark the low-,

medium- and high- risk areas and their specific hazards.

If necessary, ask them to include legends for easy recognition of the significant marks and

drawings they have placed.

In case a spot map is not available, ask the participants to draw a map of their community

before adding the different DRR resources and basic services that are in place.

Hazard and Resource Map

prepared by partners of Child

Fund Japan (CFJ) Philippines in

Catalotoan, a village often hit

by strong typhoons in Naga

City, Philippines

http://www.kstoolkit.org/River+of+Life




Example of disaster threats and DRR resources found in a barangay:

The village of Catalotoan has a total population of 1375 inhabitants, 686 of which are male while

the remaining 689 are female. In terms of capacities, the barangay has a number of physical

structures that help provide basic services that local people need. These structures include

secondary and elementary schools, health centers, 2 day care centers -one is managed by the

barangay (village) while the other one is managed by CFJ, barangay outpost and basketball court

(which can be used as evacuation site during emergency period). Catalotoan has also well paved

roads that ensure easy and accessible transportation.

On the economic aspect, the area has open fields which the community people utilize for

agricultural activities. Some of their crops include coconut, rice, corn, sugar cane and other

vegetables.

The houses made of light materials are identified as one of the hazards that exist in the

community. Though in the central part, some of the houses are constructed with concrete,

majority of the residents’ abodes are not stable and well equipped. Another hazard is the bridge

made of coconut trunk.

When there is a strong typhoon (most common hazard in the area) that causes flooding, the most

affected are zones 5 and 6 because of their proximity to the Sangay River. Some parts of zones 4

and 7 are also at risk when flooding occurs. Catalotoan’s agricultural production is largely

damaged every time typhoons hit the area, especially the sugar cane, coconut and rice plantation.

Source: Documentation of CBDRM Training of Trainers of CFJ Philippines for Luzon Partners, Center for

Disaster Preparedness and CFJ Philippines, 2007

Health, Livelihood and Attitude Matrix

Ask the children to discuss among themselves the livelihood options for them and their families

before (normal times), during and after a disaster. Health status and attitude (positive and

negative) of people in the 3 different situations are also to be discussed. Have them put their

answers on the matrix below:

Component Normal days During a disaster After a disaster

Health

Livelihood

Attitude




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Before the Disaster During the Disaster After the Disaster

Livelihood Farming Relied on relief goods

Volunteered for Food for Work

programme.

Labor (construction

worker)

Worked out of town

Fishing Coal making Coal making

Gone back to fishing

Logging and

Furniture-Making

Stopped/Standby Back to logging

Small-scale business/

enterprise

Hog raising

Health Common illnesses

(colds, cough, fever)

Cases of diarrhea, typhoid

fever, dengue, skin diseases,

cough and cold

Typhoid fever, dengue,

rheumatism, diarrhea,

skin diseases

Attitude Individualistic

Complacent

Bayanihan

(cooperation)

Anxious

Bayanihan (cooperation)

Vigilant

Health, Attitude and Livelihood Matrix prepared by staff and partners from Quezon of Child Fund Philippines.

Source: Documentation of Child Fund Philippines’ Child-Led Disaster Risk Reduction Training, Center for Disaster

Preparedness and Child Fund Philippines, 2009

Social Venn Diagram

Ask the participants to list down the organizations within the community and those outside

(which maintain connection with the community).

Draw circles representing these organizations. The size of the circles must be in proportion

with the size of the organization. At the center of the sheet, draw a heart symbolizing the

community and 3 zones distinguishing the disaster phases (before, during and after) around it.

Ask the children to draw/stick the circles at a distance from the heart that shows the extent

of the relationship between the organization and the community. The closer and dependent

an organization is to the community and its people, the closer to the heart the circle should

be placed.

Social Venn Diagram of an urban

community in Manila, Philippines

prepared by NCR partners of Child

Fund Philippines.

Source: Documentation of Child

Fund Philippines’ Child-Led Disaster

Risk Reduction Training, 2009




Reference 1.1.2: Key statistics on Filipino children

As of 2007, there are 38.3 million Filipino Children (43.3% of the total population of 88.6

million)

10.9 million children are living in poverty; 2 babies are born every minute; 82,000 children die

annually before their 5th birthday

1 in every 3 children remains malnourished

For every 100 children who enter Grade I, 65 will complete Grade 6, 35 will finish high school

and 14 will finish college

There are 1 million working children aged between 5 and 17

246,000 children are living and working on the streets

An estimated 60,000 to 100,000 children are engaged in prostitution

There are 8, 000 reported cases of child abuse (2007)

30,000 to 50,000 children are displaced due to armed conflict

190,000 children are affected annually by natural disasters

3.4 million children and youth are into drugs and substance abuse

10,000 children are in conflict with the law

14,000 children live in residential care facilities (neglected and abandoned)

Source: PowerPoint Presentation of Terre des Hommes-Netherlands, Philippine Country Office, Capacity

Building for Community Leaders and Stakeholders on Disaster Management, June 2010

Reference 1.1.3: Natural hazard and disaster impact in the

Philippines

1. Natural Hazard Exposure

The Philippines is one of the countries in the world that is prone to natural hazards. It recorded a

total of 373 disaster events triggered by natural hazards from 1905 to 2006 or about 4 incidents

per year (OFDA/CRED, 2006).

The country’s exposure to disaster is largely due to its location and geographic landscape.

Composed of 7,107 islands, it is one of the world’s largest archipelagos. It has a long coastline

which makes it vulnerable to sea-level rise from climatic conditions. The Philippines is located

along the Pacific Ring of Fire, making it vulnerable to earthquake, tsunamis and volcanic hazards. It

has 220 volcanoes, 22 of which are classified as active. It lies along the Western Pacific Basin, a

generator of climatic conditions such as monsoons, thunderstorms, intertropical convergence

zones, typhoons and El Niño. On the average, 20 tropical cyclones cross the Philippine area of

responsibility annually. The damaging elements of tropical cyclones are high winds, storm surges

and floods.

2. Impact of Disasters




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The impact of disasters in terms of lives lost and damage to property is staggering. Deaths from

natural disasters in the 1990 decade and in 2000-2006 have increased compared with the 1980

decade levels. A significant number of deaths are caused by tropical cyclones. The National

Disaster Coordinating Council (NDCC) has estimated that an average of 500 people were killed

each year due to tropical cyclones during the period 1970-2002. The high number of deaths in the

90s was mainly due to the 1990 earthquake that struck Luzon and the 1991 Mt. Pinatubo eruption

wherein lives lost numbered about 2,000 and 6,200 respectively. The NDCC recorded a total

number of 36,019 deaths caused by natural disasters from 1980 to 2006 (Table 1).

Years 1980- 1989 1990 - 1999 2000-2006

No. of Deaths 3,217 24,247 8,555

Table1. Deaths from Natural Disasters in the Philippines: 1980-2006. Source: NDCC

The average cost of direct damage from natural disasters from 1970 to 2006 is estimated at

PhP15 billion at year 2000 prices (Table 2). Direct damage covers damage to agricultural crops,

public infrastructure and private homes. Damage is highest at about PhP70 billion in 1978 when 15

disasters struck the country. Other major disasters with high direct damage are the Luzon

earthquake in 1990 (about PhP66 billion), the Mt. Pinatubo eruption in 1991 (about PhP33 billion)

and the droughts in 1984 and 1987. As a result, the declines in gross domestic product (GDP)

were estimated at: (a) 1.2 percent due to the 1990 Luzon earthquake; (b) 0.9 percent due to the

Pinatubo eruption; and (c) 0.5 percent average due to typhoons every year.

Years 1970-1979 1980-1989 1990-1999 2000-2006

Cost of damage 119,076 140,570 223,303 61,911

Table 2. Estimated Damage of Disasters in Million Pesos at 2000 Prices

Natural calamities strain the national budget. Limited budgetary resources meant to finance basic

services such as farm-to-market roads, school buildings, and low cost housing are instead

rechanneled to reconstruction and rehabilitation efforts. To illustrate, the NEDA Regional

Development Coordination Staff estimates that a calamity fund of PhP1 billion (at 2007 prices) can

already construct 2,500 elementary level classrooms or 2,174 secondary level classrooms or

161.29 kilometers of new farm-to-market roads or 20,000 core resettlement units or 50,000

household covered with Level III water supply projects. What further aggravates the situation is

the financing gap, i.e., the difference in the level of annual appropriation of the calamity fund vis-à-

vis the costs of damage. Disasters, therefore, erode the country’s development gains. They do not

only result to economic losses, but also hamper the provision of programs and services that

should have improved the living conditions of communities. The money intended for pursuing

planned development interventions are instead devoted to disaster response as well as to

rehabilitation and reconstruction endeavors. This in turn reduces the capacity of communities or

individuals to cope.

Source: Mainstreaming Disaster Risk Reduction in Subnational Development and Land Use/Physical

Planning in the Philippines, NEDA, UNDP, ECHO, 2008.




Reference 1.1.4: Summarized Table of Natural Disasters in

Philippines from 1900 to 2010

Disaster # of

Events Killed

Total

Affected

Damage (000

US$)

Drought Drought 8 8 6553207 64453

Average per event 1 819151 8057

Earthquake (seismic

activity) Earthquake (ground shaking) 22 9580 2223269 519575


Tsunami 1 32 - -

Average per event 32 - -

Epidemic Unspecified 1 1 664 -

Average per event 1 664 -

Bacterial Infectious Diseases 3 43 327 -


Parasitic Infectious Diseases 1 50 666 -


Viral Infectious Diseases 8 366 13073 -


Flood Unspecified 33 1440 7680373 351857


Flash flood 26 997 3505754 782929


General flood 33 419 3351388 92868


Storm surge/coastal flood 11 149 125931 2617


Insect infestation Unspecified 2 - 200 925

Average per event - 100 463

Mass movement dry Landslide 2 311 - -


Rockfall 1 50 - -


Mass movement wet Avalanche 1 6 1200 -


Landslide 24 2044 312596 33281


Subsidence 1 287 2838 -


Storm Unspecified 27 902 5388887 122666


Local storm 4 9 24704 5

Average per event 2.3 6176 1.3

Tropical cyclone 252 36271 101942526 6291972


Volcano Volcanic eruption 22 2996 1686815 231961


Wildfire Forest fire 1 2 300 -


Source:"EM-DAT: The OFDA/CRED International Disaster Database, www.emdat.be - Université

catholique de Louvain - Brussels - Belgium"




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Reference 1.1.5: Republic Act 10121

The Republic Act 10121 strengthens the Philippine Disaster Risk Reduction and Management

System. It provides for the National Disaster Risk Reduction and Management Framework and

institutionalizes the National Disaster Risk Reduction and Management Plan appropriating funds

for this and related purposes.

Declaration of policy

Strengthening institutional capacity for DRRM (includes LGUs, communities, vulnerable and

marginalized groups)

Building the resilience of local communities to disasters

Adherence to universal norms, principles and standards; Incorporation of internationally

accepted principles of DRM

Participation from all stakeholders in all sectors and at all levels; Engage participation of CSOs

Adoption and implementation of a comprehensive DRR program incorporated in the

development plan

Mainstreaming DRR and climate change in development processes and peace process; Conflict

resolution approaches

Institutionalizing the policies, structures, coordination mechanisms and programs

Provide maximum care, assistance and services to individuals and families affected by disaster,

implement emergency rehabilitation projects to lessen the impact of disaster, and facilitate

resumption of normal social and economic activities

Scope

All aspects of disaster risk reduction and management

Good governance

Risk assessment and early warning

Knowledge building and awareness raising

Reducing underlying risk factors, and

Preparedness for effective response and early recovery from disaster

Structures

Section 5. NDRRMC (a.k.a. National Disaster Risk Reduction Management Council)

Replaces the National Disaster Coordinating Council (NDCC)

Chair: Secretary of the Department of National Defense (DND)

Vice Chairs:

- Secretary of the Department of the Interior and Local Government (DILG) as Vice

Chairperson for Disaster Preparedness

- Secretary of the Department of Social Welfare and Development (DSWD) as Vice

Chairperson for Disaster Response

- Secretary of the Department of Science and Technology (DOST) as Vice Chairperson for

Disaster Prevention and Mitigation

- Director-General of the National Economic Development Authority (NEDA) as Vice-

Chairperson for Disaster Rehabilitation and Recovery.




Members:

1. Secretary of the Department of Health (DOH);

2. Secretary of the Department of Environment and Natural Resources

3. Secretary of the Department of Agriculture

4. Secretary of the Department of Education ;

5. Secretary of the Department of Energy (DOE);

6. Secretary of the Department of Finance (DOF);

7. Secretary of the Department of Trade and Industry

8. Secretary of the Department of Budget and Management (DBM);

9. Secretary of the Department of Public Works and Highways (DPWH);

10. Secretary of the Department of Foreign Affairs (DFA);

11. Secretary of the Department of Justice (DOJ);

12. Secretary of the Department of Labor and Employment (DOLE);

13. Secretary of the Department of Tourism (DOT);

14. The Executive Secretary;

15. Secretary of the Office of the Presidential Adviser on the Peace Process (OPAPP);

16. Chairman, Commission on Higher Education (CHED);

17. Chief of Staff, Armed Forces of the Philippines (AFP);

18. Chief, Philippine National Police (PNP);

19. President, Philippine Health Insurance Corporation;

20. President of the Union of Local Authorities of the Philippines (ULAP);

21. President of the League of Provinces in the Philippines (LPP);

22. President of the League of Cities in the Philippines (LCP);

23. President of the League of Municipalities in the Philippines (LMP);

24. President of the Liga ng Mga Barangay (LMB);

25. Four (4) representatives from the CSOs;

26. One (1) representative from the Private Sector; and

27. Administrator of the OCD.

Powers and functions of the NDRRMC

Policy-making, coordination, integration, supervision, monitoring and evaluation functions

SEC. 7. Authority of the NDRRMC Chairperson

The Chairperson of the NDRRMC may call upon other instrumentalities or entities of the government

and non-government and civic organizations for assistance in DRRM

SEC. 8. The Office of Civil Defense

Administering a comprehensive national civil defense and disaster risk reduction and management

program

Executive director and secretariat of the NDRRMC




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Organization at the local government level

Provincial, City, and Municipal Disaster Coordinating Councils renamed as the Provincial,

City, and Municipal Disaster Risk Reduction and Management Councils

Barangay Disaster Coordinating Councils shall cease to exist. Its powers and functions shall

henceforth be assumed by the existing Barangay Development Councils (BDCs) which shall

serve as the LDRRMCs in every barangay

Composition: The LDRRMC shall be composed of, but not limited to, the following:

(1) The Local Chief Executives, Chairperson;

(2) The Local Planning and Development Officer, member;

(3) The Head of the LDRRMO, member;

(4) The Head of the Local Social Welfare and Development Office, member;

(5) The Head of the Local Health Office, member;

(6) The Head of the Local Agriculture Office, member;

(7) The Head of the Local Engineering Office, member;

(8) The Head of the Local Veterinary Office, member;

(10) The Head of the Local Budget Office, member;

(11) The Division Head / Superintendent of Schools of the DepEd, member;

(12) The highest-ranking officer of the Armed Forces of the Philippines assigned in the area,

member;

(13) The Provincial Director/City/Municipal Chief of the Philippine National Police (PNP),

member;

(14) The Provincial Director/City/ Municipal Fire Marshall of the Bureau of Fire Protection

(BFP), member;

(15) The President of the Association of Barangay Captains (ABC), member;

(16) The Philippine National Red Cross (PNRC), member;

(17) Four (4) accredited CSOs, members; and

(18) One (1) private sector representative, member.

Functions of LDRRMC

1. Approve, monitor and evaluate the implementation of the LDRRMPs and regularly review and

test the plan consistent with other national and local planning programs;

2. Ensure the integration of disaster risk reduction and climate change adaptation into local

development plans, programs and budgets as a strategy in sustainable development and

poverty reduction;

3. Recommend the implementation of forced or preemptive evacuation of local residents, if

necessary; and

4. Convene the local council once every three months or as necessary.




Local Disaster Risk Reduction and Management Office

One LDRMO in every province, city and municipality, and a Barangay Disaster Risk Reduction

and Management Committee (BDRRMC) in every barangay

Responsible for setting the direction, development, implementation and coordination of

disaster risk management programs within their territorial jurisdiction

Structure :

Under the office of the LGU chief executive

Composed of a DRRM Officer to be assisted by three (3) staff responsible for:

(1) Administrative and training;

(2) Research and planning; and

(3) Operations and warning.

(1) Design, program, and coordinate disaster risk reduction and management activities

consistent with the National Council’s standards and guidelines;

(2) Facilitate and support risk assessments and contingency planning activities at the local

level;

(3) Consolidate local disaster risk information which includes natural hazards, vulnerabilities,

and climate change risks, and maintain a local risk map;

(4) Organize and conduct training, orientation, and knowledge management activities on

disaster risk reduction and management at the local level;

(5) Operate a multi-hazard early warning system, linked to disaster risk reduction to provide

accurate and timely advice to national or local emergency response organizations and to the

general public, through diverse mass media, particularly radio, landline communications, and

technologies for communication within rural communities.

(6) Formulate and implement a comprehensive and integrated LDRRMP in accordance with

the national, regional and provincial framework, and policies on disaster risk reduction in

close coordination with the local development councils (LDCs);

(7) Prepare and submit to the local sanggunian through the LDRRMC and the LDC the annual

LDRRMO Plan and budget, the proposed programming of the LDRRMF, other dedicated

disaster risk reduction and management resources, and other regular funding source/s and

budgetary support of the LDRRMO / BDRRMC;

Sec. 13 Accreditation, mobilization, and protection of disaster volunteers and

National Service Reserve Corps, CSOs, and the private sector

Database/National roster of accredited community disaster volunteers (ACDV) through the

LDRRMOs

Accreditation done at the municipal or city level

Mobilization of volunteers shall be in accordance with the guidelines to be formulated by the

NDRRMC consistent with the provisions of this Act

Any volunteer who incurs death or injury while engaged in any of the activities defined under

this Act shall be entitled to compensatory benefits and individual personnel accident insurance

as may be defined under the guidelines




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Sec. 14. Integration of disaster risk reduction education into the school curricula and

Sangguniang Kabataan (SK) program and mandatory training for the public sector

employees

Sec. 15. Coordination during emergencies

a. The BDC, if a barangay is affected;

b. The City/Municipal DRRMCs, if two (2) or more barangays are affected;

c. The Provincial DRRMC, if two (2) or more cities/municipalities are affected;

d. The Regional DRRMC, if two or more provinces are affected; and

e. The NDRRMC, if two or more regions are affected.

Sec. 16. Declaration of state of calamity

National Council recommends to the President of the Philippines the declaration of a cluster

of barangays, municipalities, cities, provinces, and regions under a state of calamity, and the

lifting thereof, based on the criteria set by the National Council. The President’s declaration

may warrant international humanitarian assistance as deemed necessary.

Declaration and lifting of the state of calamity may also be issued by the local sanggunian, upon

the recommendation of the LDRRMC, based on the results of the damage assessment and

needs analysis.

Sec. 17. Remedial measures

Mandatory measures to be undertaken during a declaration of a state of calamity:

a. Imposition of price ceiling on basic necessities and prime commodities by the President

b. Monitoring, prevention and control of overpricing/profiteering and hoarding of prime

commodities, medicines and petroleum products;

c. Programming/reprogramming of funds for the repair and safety upgrading of public

infrastructures and facilities; and

d. Granting of no-interest loans by government financing or lending institutions to the most

affected section of the population through their cooperatives or people’s organizations.

Sec. 22. National Disaster Risk Reduction and Management Fund.

Calamity Fund appropriated under the annual General Appropriations Act renamed as the

National Disaster Risk Reduction and Management Fund (NDRRM Fund)

To be used for disaster risk reduction or mitigation, prevention and preparedness activities

such as but not limited to training of personnel, procurement of equipment, and capital

expenditures; utilized for relief, recovery, reconstruction and other work or services in

connection with natural or human-induced calamities which may occur during the budget year

or those that occurred in the past two (2) years from the budget year.




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MODULE 1 RATIONALE OF CHILD-FOCUSED DISASTER RISK REDUCTION

Session 2: Child Rights, Protection

and Wellbeing

Objectives

Explain basic concepts and principles of child rights defined in different national and

international frameworks;

Define child protection and the different issues related to it;

Highlight the importance of awareness in child rights and child protection to ensure child

wellbeing.

Provide basic understanding on the international Hyogo Framework for Action and

Wakayama Declaration that support children’s participation in DRR.

Understand the importance of child rights and child protection issues in different

developmental programs of care and support, including those that relate to disaster risk

reduction (DRR).

Feeling Outcomes

Children become conscious and confident

that they possess rights which have to be

protected at all times, most especially during

disasters and through care provided by

others, including external service providers.

Flow of Activities

1. Group Activity: String Puppet

2. Group Activity: Songs about children in

various places

3. Discussion

4. Group Activity: Seeds to Trees

5. Discussion

Materials Needed

Kraft/easel paper

Permanent Markers


Laptop for PowerPoint

presentation

2h30

Key Concepts

The core principles contained in the United Nations Convention on the Rights of a Child (UNCRC) are: children’s right to survival, best interest of children, non-discrimination and inclusion and participation of children.

Children require special protection as one of their basic rights and as a responsibility of duty bearers.

Child protection describes policies, standards, guidelines and procedures to shield children from both intentional and unintentional harm. Legislation and practices in child protection are underpinned by principles derived from Articles of the UNCRC. (WV Leap Lexicon).

Wellbeing is a state of contentment resulting from basic needs for food, shelter, clothing, education and security being met (WV Leap Lexicon).





Make use of simplified statements and key words when discussing the various international

and international instruments to facilitate children’s comprehension.

References

Reference 1.2.1: Child Rights

Reference 1.2.2: Child Wellbeing Outcomes

Reference 1.2.3: Summary of the Hyogo Framework for Action (HFA) 2005-2015

Reference 1.2.4: Wakayama Declaration

Process

1. Group Activity: String Puppet

Duration: 30 min.

Have the participants form groups of two.

Ask each group to assign a person A and a person B.

Person A will assume the role of a puppeteer, while person B assumes the role of a

puppet.

The “puppeteer” pulls some imaginary strings springing from the “puppet’s” body. As the

puppeteer pulls these strings, the puppet follows. Encourage the “puppeteer” to move

different body parts of the puppet.

After a few minutes, ask them to switch roles and follow the same instructions.

At the end of the exercise, ask the children to give themselves a round of applause.

To stimulate the thinking of the group, ask the following questions in relation to their

own experience:

Who would be the puppeteer and puppet in our society?

In the community? Inside the house?

Explain to the group that you will analyze how our society views the children. Then, move

on to the next activity.

2. Group Activity: Songs about children in various places

Duration: 30 min.

Ask the participants to group themselves according to their respective region/community.

Ask them to think of a familiar song about a child or children in their region/community.

Encourage them to think of traditional song, folk song or lullaby.

Ask them to write the English translation on a piece of paper.

Ask each group to sing their respective song. Give them a round of applause.

With the audience, discuss the song after each performance.




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3. Discussion: Child Rights, Protection and Wellbeing

Duration: 30 min.

Summarize the reflections and key points from the activities. Link your analysis and

feedback to the following facts and concepts:

a. Legal age of a child according to law (refer to module)

b. Traditional views of children that people may have:

- gifts from God

- children are wanted, desired and enjoyed

- source of emotional and financial security

- reason for marriage and preserving the family

- should be given love, care and protection

- investment for the future

c. Dominant views of children that people may have:

- naturally weak, passive, ignorant, irrational, incomplete, helpless, dependent,

incompetent, immature, etc.

- better seen and not heard

- properties of their parents and guardians

- little adults

- extension of their parents’ personalities

d. Emerging views of children

- focus on children’s strengths rather than their vulnerabilities

- value what children can do and not what they cannot do

- recognize their basic rights as children

- children are social actors and active participants in social change

Make participants aware that it is the State’s duty to protect their wellbeing through

securing and promoting children’s rights. In addition, stress that the same obligation is

expected to be fulfilled by all members of society, especially duty bearers.

You can mention the core principles of child rights stipulated in the UNCRC (See

Reference 1.2.1):

- Children’s right to survival and development,

- Best interests of children,

- Non-discrimination and inclusion of children and

- Participation of children.

Tell the children that having rights means that they have capacities and things that their

bodies, mind and spirit can do. For example, having the right to participate means using

these capacities to express themselves, solve problems, and think of what they, as

children, can do to play their role in society.

4. Group Activity: Seeds to Trees

Duration: 30 min.

Divide the children into 4-5 groups and tell them to think of themselves as “seeds growing

into trees.” Have them discuss the following:

What do children and trees need in order to grow and thrive?

What are the factors that hinder or stunt the growth and development of children

and trees?




Ask each group to make a visual presentation of their discussion. Provide them with art

materials and instruct them to use what is available around the venue, such as leaves,

twigs, or stones. Give them the freedom to decide how they will present their discussion

– they can draw it or make an art installation.

Ask the groups to present and explain their creation in turn. Ask the other children for

additional inputs or comments.

Summarize the children’s outputs and highlight/discuss the key points. Also address the

situation during disasters by asking them the factors/conditions that hinder their growth

and development, especially during adversity. Take note of the children’s answers and

further discuss the child protection issues during disasters.

5. Discussion

Duration: 30 min.

Stress the importance of child protection, which you can describe as “protecting

children from harm” in order to ensure the fulfillment of their rights and creation of an

environment where they can experience well-being.

Tell them that in WV’s perspective, child

protection describes policies, standards,

guidelines and procedures to shield children

from both intentional and unintentional harm.

Maltreatment on children includes commercial

sex exploitation and violence, trafficking, child

labor and harmful traditional practices (ex. child

marriage). Children who face these issues are

at risk of death, poor physical and mental health,

HIV/AIDS infection, education problems,

displacement, homelessness, vagrancy and poor

parental skills later in life (source: UNICEF). Child protection ensures that children are

“completely secure from fear or reality of abuse (either physical or emotional).”1 To

ensure child protection, there must be ethical and appropriate behavior from all adults

that children interact with. Organizational policies must also be in place and enforced.

Local and national laws that protect children from harm and abuse need to be upheld. As

such, monitoring and reporting systems and processes have to be in place. Moreover, the

children need to be informed and be involved in their own protection in partnership with

adults.

As an example, you can cite the establishment by WV of child friendly spaces during

emergencies, which is one of the organization’s initiatives to promote children’s welfare

and security.

1 World Vision’s Child protection policy: http://www.worldvision.org.uk/server.php?show=nav.201

http://www.worldvision.org.uk/server.php?show=nav.201




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Child Friendly Spaces for the children affected by the Guinsaugon Landslide

In February 2006, the landslide in the village of Guinsaugon claimed the lives of more than a

thousand people including 248 children who were buried alive inside an elementary school.

The World Vision Development Foundation recognized the needs of children when it

implemented its emergency response work after the tragic event. It made an effort to establish of

Child-Friendly Spaces in 2 evacuation centers. With the help of the said intervention, WVDF was

able to provide psychosocial care for child survivors, which is fundamental for them to achieve

sense of safety and normalcy. Various creative play activities were facilitated which enabled them

to share their ideas and feelings triggered by their heartbreaking experience from the tragedy.

The participation of other stakeholders such as health workers, day care workers and community

leaders was also encouraged for them to realize their share in creating an enabling environment

for the children.

A Child-Friendly Space (CFS) is an open area where children and youth can come from home and

meet other children, learn some age appropriate competencies that help them deal with the risk

they face, be involved in expressive and some educational activities and relax in a safe place, which

is focused on them. It is both a protective environment and one that enables children’s health

physical, psychosocial, moral, and spiritual development. CFS gives children the sense of safety,

structure, and continuity that provide support amidst overwhelming experiences. A CFS can be

created in a school, a community center, a tent(s), or an open space either in a camp or in a

community. It must be a place where girls and boys feel safe.

Source: A Rainbow After the Rain: World Vision’s Child-Friendly Spaces in Saint Bernard, Southern Leyte

Explain to them that, in order to promote child rights and protection, the duty bearers

mentioned above have a crucial role to play. The international and national instruments as

well help in ensuring a safe, nurturing and livable environment for the children (See Reference

1.2.1.).

Tell them the importance of realizing child rights and protection in the achievement of

wellbeing. According to WV, wellbeing encompasses the child’s physical, emotional, cognitive,

social, and spiritual well-being. World Vision promotes the fulfillment of the four well-being

outcomes:

• Children enjoy good health,

• are educated for life,

• are cared for, protected, and participate, and

• love God and their neighbors as themselves.

These outcomes are anchored on World Vision’s work of enabling children, their families,

and local partners to build communities and societies that nurture, protect, and uphold

children’s rights.2 (See Reference 1.2.2.)

2 World Vision (2008). “Integrated Programming Model: Technical Description version 3.1.”




Ask the children to briefly think of what are their roles in keeping communities safe from

disasters. Summarize their responses and link them the Hyogo Framework for Action (HFA),

for which you can provide a short description. (See Reference 1.2.3.)

The HFA is an international blueprint that serves as guide in implementing DRR efforts. With

its principal goal to substantially reduce disaster losses by 2015 in lives and in the social,

economic, and environmental assets of communities and countries, the framework adheres to

the protection of children’s rights. One of its priorities is to strengthen disaster preparedness

for effective response at all levels, with the recognition of children’s needs and the promotion

of their participation. Children should be treated as capable actors who can work together

with adults in reducing the vulnerabilities of their community. Like the other members of a

community, children possess capacities that can contribute before, during and after a disaster

and only when all community actors are involved, development interventions become

successful and sustainable.

In addition to the HFA, the Wakayama Declaration (See Reference 1.2.4), which was jointly

developed by youth participants of the Asian Youth Forum on DRR, also underlines the

importance of the involvement of children in achieving disaster preparedness and resilience.

Ask for questions and clarifications from the participants.




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Reference 1.2.1: Child Rights

United Nations Convention on the Rights of the Child (UNCRC)

Recognizing that children have rights as human beings and need special care and protection, the

United Nations General Assembly unanimously adopted the Declaration on the Rights of the

Child on 20 November 1959. This was later expanded and developed by a working group

composed of members of the UNCHR, UN agencies, experts and observer delegations into the

United Nations Convention on the Rights of the Child (UNCRC) on November 20, 1989.

November 20 also marks the celebration of the Universal Children’s Day.

The reasons to write a separate convention for children were based on the following

considerations:

Children are individuals.

Children need support and guidance as they develop.

Children’s views are rarely heard and considered.

Many societal changes affect children disproportionately or often negatively.

Any action or inaction of government affects children more strongly than any other group in

society.

The UNCRC has been ratified by 192 countries and contains a comprehensive set of international

legal norms for the protection and wellbeing of children. It sets out the rights that must be

realized for children to develop their full potential, free from hunger and want, neglect and abuse.

The UNCRC consists of 54 Articles. Article1 defines children as persons under 18 years old

unless national laws recognize a lower age of majority.

Core principles of the UNCRC

Principle 1: Children’s right to survival and development (Article 6)

Every child has the right to survival.

It is the State’s responsibility to ensure the child’s survival and development.

Principle 2: Best interests of children (Article 3)

All actions concerning the child shall be in his or her best interest.

Government policies and programs, institutions and adult society are accountable to children.

Determine children’s interest by:

- Consulting them and other significant adults;

- Looking at policies and good practices;

- Considering short- and long-term effects of decisions and actions on their development.

Principle 3: Non-discrimination and inclusion of children (Article 2)

All rights apply to all children without exception.

Different children experience childhood in different ways.

The external environment will have differing effects on different groups of children.

Power issues underlie all forms of discrimination.

Affirmative action is needed to ensure that rights of marginalized children are realized.




Principle 4: Participation of children (Articles 12, 13, 14, 15, 16, 17, 31)

Guides the interpretation of other articles and is relevant in the implementation of the

UNCRC.

Enable children to claim their rights.

Challenge adult assumptions about children.

Change role of children in society.

Require an enabling environment.

Role and responsibilities of parents

In line with the UNCRC, it is important to note that the rights and responsibilities of families

must be balanced with the capacity of children to become the main actors in the exercise of their

own rights and responsibilities.

Parents are the primary caregivers of children, while governments are charged with assisting

families in fulfilling their role.The rights of parents with respect to children are directly linked to

the need for parents to promote and protect children’s rights.

Other international laws on children

UNCRC Optional Protocol on the involvement of children in armed conflict

Raises to 18 years the age at which direct participation in armed conflict will be permitted.

Establishes a ban on compulsory recruitment of children below 18 years old.

Enjoins States to declare the age of children at which national forces will allow voluntary

recruitment.

UNCRC Optional Protocol on the sale of children, child prostitution and child

pornography

Puts an emphasis on the problems of criminalization of sale of children, illegal adoption, child

prostitution and pornography.

Stresses the value of international cooperation in combating such violations.

Stresses the need for public awareness, information and education campaigns to enhance the

protection of children.

ILO Convention 138: Minimum age of employment

Defines child labor as any economic activity performed by a person under the age of 15.

Requires State signatories to set the minimum work age standard at 15 years old.

Prohibits any child under 18 from undertaking hazardous work.

Defines light work as work not likely to harm a child’s health or development or affect

attendance at school; Light work may be undertaken by children between the ages of 13 and

15 years old.

ILO Convention 182: Definition of worst forms of child labor




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• Child slavery and practices similar to slavery, such as sale and trafficking of children, debt

bondage and forced or compulsory labor, including recruitment of children for use in armed

conflict

• Child prostitution and pornography

• Use, procurement or offering of a child for illicit activities, such as drug production and

trafficking

• Work that harms the health, safety and morals of children

International Humanitarian Law

Focuses on armed conflict situations.

Emphasizes the respect for minimum humanitarian rules with regard to persons who are not

or are no longer taking part in hostilities, including children.

Aims to regulate or restrict the methods and means of warfare in order to minimize human

suffering.

UNHCR Guidelines for their protection and care of refugee children

Defines the goals, objectives, principles and measures for the protection and assistance of

refugee children.

Focuses on children’s developmental needs, their gender and cultural framework.

Covers situations such as unaccompanied minors, and particular problems arising from

repatriation and reintegration.

Covers psychosocial well-being, health and nutrition, education, treatment of disabilities,

personal liberties, security and protection.

UN Guiding Principles on Internal Displacement

Identify the rights and guarantees relevant to the protection of the internally displaced in all

phases of displacement.

Provide protection against arbitrary displacement and offer a basis for protection and

assistance during displacement.

Consider particular needs of displaced children.

Philippines national laws on children

RA 7610: An act providing for stronger deterrence and special protection against child abuse,

exploitation and discrimination.

Article 9: Children of indigenous cultural communities

- Pertains to children’s survival, protection and development, such as access to education,

health and nutrition, consistent with the customs and traditions of their respective

communities.

- Covers protection in planning, decision-making, implementation and evaluation of government

programs.

Article 10: Children in situations of armed conflict




- Introduces the concept of “children as zones of peace”.

- Gives children the priority during evacuation.

- Emphasizes the importance of keeping family life intact in evacuation centers.

- Outlines the process of dealing with children arrested due to armed conflict.

- Includes monitoring and reporting of children in situations of armed conflict.

RA 9231: An act providing for stronger protection for working children and the elimination of

the worst forms of child labor.

Section 2

• Defines terms for employing children below 15 years old:

- A child must work under the responsibility of parents or a legal guardian, and in work that

does not endanger his/her safety, health and morals and development

- Employment in public entertainment or information

Section 3

Defines the maximum working hours allowed for children and how income from such work

should be calculated and administered.

Prohibits the worst forms of child labor, such as slavery, sale and trafficking, debt bondage,

prostitution and pornography, recruitment in armed conflict and illegal activities and other

work that exposes children to danger, unhealthy environment, physical, emotional or sexual

abuse.

Section 4

Ensures that working children have access to formal or non-formal education and training.

Presidential Decree No. 603: The Child and Youth Welfare Code

Article 3: Rights of a child

- Endowment with dignity and worth of a human being

- Right to a wholesome family life

- Right to well-rounded development of his personality

- Right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention

- Right to be brought up in an atmosphere of morality and rectitude

- Right to education

- Right to full opportunities for safe and wholesome recreation and activities

- Right to protection against exploitation, improper influences, hazards, and other conditions or

- circumstances prejudicial to his physical, mental, emotional, social and moral development

- Right to live in a community and a society that can offer him an environment free from

pernicious influences and conducive to the promotion of his health

- Right to care, assistance and protection of the State

- Right to an efficient and honest government

- Right to grow up as free individual in an atmosphere of peace, understanding, tolerance and

- universal brotherhood




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Reference 1.2.2: Child wellbeing outcomes

Child wellbeing

Child wellbeing encompasses the child’s physical, emotional, cognitive, social, and spiritual well-

being. It also means that children’s rights are upheld.

According to World Vision,3 “The child well-being outcomes describe a holistic vision of life in all

its fullness for children. They are rooted in the description of Jesus’ growth and development as a

child in Luke 2 v 52, and the holistic framework of child rights.

The following matrix presents the outcomes associated with the different goals for children’s

wellbeing:

SUSTAINED WELL-BEING OF CHILDREN AND FULFILMENT OF THEIR RIGHTS

WITHIN FAMILIES AND COMMUNITIES

Luke 2 v 52: "And Jesus grew in wisdom and stature, and in favor with God and people."

GOALS: ENJOY GOOD

HEALTH

EDUCATED

FOR LIFE

LOVE GOD AND

THEIR

NEIGHBOURS

AS

THEMSELVES

CARED FOR,

PROTECTED AND

PARTICIPATE

Outcomes:

Children are well

nourished

Children read,

write and use

numeracy skills

Children experience

and share God's

love

Children are cared for

in a positive family and

community

environment and have

safe spaces to play

Children,

parents and

caregivers know

how to keep

themselves

healthy

Children make

good judgments,

can protect

themselves,

manage emotions

and communicate

ideas

Children enjoy

positive

relationships with

peers, family and

community

members

Parents and caregivers

provide well for the

children

Children are

protected from

infection, disease

and injury

Adolescents are

ready for

economic

opportunity

Children care for

others and their

environment

Children are named,

identified and

registered at birth

Children and

their caregivers

have access to

essential health

services

Children have

access to and

complete quality

education

Children have hope

and vision for the

future

Children are listened to

and participate in

decisions that affect

their lives

Foundational

Principles:

Children's rights & dignity are upheld (including girls and boys of all religions,

ethnicity, HIV status & disability)

Children are citizens and participate in decisions that affect their lives

3 Ibid.




R

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.2.3

: S

um

mary

of

the H

yo

go

Fra

mew

ork

fo

r A

cti

on

(H

FA

) 2005

-2015

Build

ing

the R

esi

lience

of N

atio

ns

and C

om

munitie

s to

Dis

aste

rs-

Outc

om

es

of th

e W

orl

d C

onfe

rence

on D

isas

ter

Reduct

ion, H

yogo

, K

obe, Ja

pan

, Ja

nuar

y 18-2

2, 2005. So

urc

e: U

NIS

DR




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Reference 1.2.4: The Wakayama Declaration by Youth on

Disaster Reduction

We, the youth representatives of countries participating in the Asian Youth Summit on Disaster

Reduction held in Wakayama, Japan, organized by the Organizing Committee for the Asian Youth

Forum for Disaster Reduction Education, the Wakayama Prefectural Board of Education, the Asia/

Pacific Cultural Centre for UNESCO (ACCU) and the Inamura-no-Hi Council, on this second day

of November 2006, hereby declare the following:

1. Disasters continue to occur unpredictably, yet their impact can be reduced through

cooperation and preparation.

2. Freedom from disasters is a basic human right.

3. We are all responsible for disaster reduction.

4. Awareness and effective preparation before disasters strike is essential.

5. Collecting information about disasters from our past experience, traditional knowledge and

research and sharing this knowledge with the whole world is important.

6. Conservation of our environment is important to prevent and reduce the impact of disasters

all over the world.

7. Disaster reduction education is important to reduce the loss of human lives, lessen the

damage to property and environment and also to help those affected.

8. Disaster reduction education must be an important part of our education systems and

accessible for all the children both in and out of school.

9. Everyone should be empowered in disaster reduction, especially children, the elderly and

persons with disabilities.

10. Emergency response to disasters should be available and accessible to all those who are

affected.

11. Recovery and reconstruction are essential for getting affected people’s lives back to normal,

and for rebuilding their communities to be better prepared.

12. Protective infrastructure such as embankments, tsunami early warning systems and evacuation

shelters should be provided by our authorities to reduce the impact of disasters.

13. A peaceful and safer world is important for all the people.

14. We the youth of Asia call upon our governments, the United Nations, NGOs, communities

and all the youth of the world to accept our declaration and cooperate to work hand in hand

and act on our recommendations for preparedness and education for disaster reduction.

Source: http://www.accu.or.jp/esd/ayf/english.pdf

http://www.accu.or.jp/esd/ayf/english.pdf




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MODULE 2 CHILD PARTICIPATION

Session 1: Understanding

Child Participation

Objectives

Highlight the importance of child participation in DRR as one of their basic rights;

Discuss issues and concerns that affect child participation and;

Explore mechanisms to address the barriers of child participation and identify venues to make

it sustainable.

Feeling Outcomes

Realize that they can actively participate in development undertakings that will help not only

him/herself as an individual but also the whole community and society and that adults are

there to support them;

Be able to identify opportunities to express themselves.

Flow of Activities

1. Group Activity: How are you?

2. Group Activity: I Have, I Can

3. Discussion

4. Group Activity 3: This is me

5. Discussion

Materials Needed




Solicit ideas from the children on how they view

their participation in development and with adults.

Ask them to share concrete and personal

experiences to demonstrate their participation.

References

Reference 1.3.1: Other Group Exercises

Reference 1.3.2: Roger Hart’s Ladder of Participation

1h30

Key Concepts

The right to participation is one of the basic rights of children as defined in the United Nations Convention on the Rights of the Child (UNCRC).

Roger Hart’s definition of child participation says that:

The child understands the goals and outcomes of the project;

The child understands his or her role/ contribution to the whole project and;

The child decides to join the project after he or she has understood what it is about.




Process

1. Group Activity: How are you?

Duration: 20 min.

Tells the children that you will walk to one of them and ask “How are you?”

If the answer is “FINE” all the children will move one seat to the right.

If the answer is “OK” all the children will move one seat to the left.

If the answer is about not feeling well such as stomachache or headache, all the children

will exchange seats. The participant without any seat will be the “IT.”

I’m good at:

Playing basket ball

Dancing

Household chores

2. Group Activity: I Have, I Can

Duration: 20 min.

I am … (shake hands) (son/daughter of…, cousin of…, etc…)

If you shout FREEZE! Everybody stops and wait for further instructions.

• I have… ( celfone, etc.)

• I know how to … (dance, fly, sing, etc.)

• I dream of becoming …..

• What I don’t want to myself ….

3. Discussion

Duration: 10 min.

After the first two activities, discuss the following points and link them with the children’s

answers, ideas or situations expressed during the group exercises.

We all have strengths and weaknesses. We may be talented in one area but are challenged

in others.

Some children have less than we have. For example, they have no home or family (like the

street children). On the other hand, some children may have more than we have.

We need to appreciate what God has thought wise to provide us. We should use or

develop the abilities that He has given us.




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4. Group Activity 3: This is me

Duration: 20 min.

Ask participants to go outside and look for something that represents his/her life.

Ask participants to closely look at the collected items and ask them to think of an answer

for each of the following questions:

If any, what are the item’s life/production stages?

What are its characteristics and its use?

What characteristics of the item are identical to you?

What are the positive aspects or happy moments of the item that did also happen to

you?

In turn ask each child to share with the whole group one or more of his/her answers.

Spend more time on interesting responses but make sure that everyone shares at least

one answer. Encourage comments from all participants.

Make the whole group form a circle and sit down. Discuss the results of the answers

sharing using the following observations:

There are things that we are good at – Repeat some examples you heard from the

children. For example, playing, math, household chores, writing, etc.

Each of us has his/her own characters: friendly, neat, helpful, lovable.

There are attitudes that we would like to get rid of. For example, we can be envious,

lazy, selfish, careless or dirty-minded.

Divide the children into 4 groups and ask each group to arrange the items they have

gathered on a paper. Tell them to be creative. The arrangement represent the answers

and stories that each one shared. Give another 10 minutes for this.

One after the other, ask each group to present their output. Encourage them to explain

the different features of their creation and how items are linked together.

See Reference 1.3.1 for other group exercises.

5. Discussion

Duration: 20 min.

Link the activity to the discussion of child participation. Discuss and develop the children

outputs and experiences using the following questions and points:

What have you learned?

What have you discovered in yourself and others (Attitude and behavior)?

Tell the children that they have rights and capacities – things that their body, mind and

spirit can do. Having the right to participate means using these capacities, using their

body, mind, and spirit to express themselves, solve problems, and think of what they, as c

can do.

In addition and as seen in the previous module, participation is one of their basic rights.

This is supported by the UNCRC’s principles related to respect for child’s opinions and

right to be heard.




Discuss that participation of children can be defined in different contexts. It can be

described in the sense of “taking part” or being present. It can also be described in the

sense of knowing that one’s actions are taken note of and may be acted upon (Boyden and

Ennew, 1997).

The first context implies that a person being present has already participated. It can mean

that a wide range of experiences and behaviors comprise participation, like listening,

asking, questioning, joining, discussing, making suggestions, and other engaging activities. In

the second context, the person is recognized as an agent, and thus takes a more active

view.

Present Roger Hart’s Ladder of Children’s Participation (See also Reference 2.1.1).

Tell the children that they should aspire to achieve the highest part of the ladder where

they act as the initiators and have the capacity to make shared decisions with adults. This

form of participation provides them an empowering role to contribute in development

work, such as disaster risk reduction, carried out in their community. As initiators,

children are recognized and treated as equal partners of adult stakeholders in

conceptualizing, planning and implementing activities and measures that aim to ensure

their safety and protection from disasters.

Ask the participants if they have questions and clarifications.

Manipulation

Decoration

Assigned but Informed

Tokenism

Consulted and Informed

Adult initiated, shared decisions with

children

Child initiates and directs their own

projects

No

n-

Particip

ation

Degrees o

f

Particip

ation

Child and adult share decision-

making




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Reference 2.1.1: Roger Hart’s Ladder of Participation

Young people-initiated, shared decisions with adults. This happens when projects or

programs are initiated by young people and decision-making is shared between young people and

adults. These projects empower young people while at the same time enabling them to access and

learn from the life experience and expertise of adults. This rung of the ladder can be embodied

by youth/adult partnerships.

Young people-initiated and directed. This step is when young people initiate and direct a

project or program. Adults are involved only in a supportive role. This rung of the ladder can

be embodied by youth-led activism.

Adult-initiated, shared decisions with young people. Occurs when projects or programs

are initiated by adults but the decision-making is shared with the young people. This rung of the

ladder can be embodied by participatory action research.

Consulted and informed. Happens when young people give advice on projects or programs

designed and run by adults. The young people are informed about how their input will be used

and the outcomes of the decisions made by adults. This rung of the ladder can be embodied by youth

advisory councils.

Assigned but informed. This is where young people are assigned a specific role and informed

about how and why they are being involved. This rung of the ladder can be embodied by community

youth boards.

Tokenism. When young people appear to be given a voice, but in fact have little or no choice

about what they do or how they participate. This rung of the ladder reflects adultism.

Decoration. Happens when young people are used to help or "bolster" a cause in a relatively

indirect way, although adults do not pretend that the cause is inspired by young people. This rung

of the ladder reflects adultism.

Manipulation. Happens where adults use young people to support causes and pretend that the

causes are inspired by young people. This rung of the ladder reflects adultism.

Source: http://www.freechild.org/ladder.htm

http://www.freechild.org/yapartnerships.htm

http://www.freechild.org/youth_activism_2.htm

http://www.freechild.org/PAR.htm

http://www.freechild.org/SIYI/statenatlnonprofits.htm

http://www.freechild.org/SIYI/statenatlnonprofits.htm

http://www.freechild.org/SIYI/localgov.htm

http://www.freechild.org/SIYI/localgov.htm

http://www.freechild.org/adultism.htm



http://www.freechild.org/ladder.htm




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MODULE 2 CHILD PARTICIPATION

Session 2: The Environment and I

Objectives

Highlight that children, through their role as one of the community stakeholders, also have

the responsibility of creating a safe and sustainable environment.

Feeling Outcomes

Realize the value of the environment and the significance of our own role in preserving it.

Flow of Activities

1. Group Activity: Growing

2. Discussion

3. Group Activity: Disasters

4. Discussion

Materials Needed

LCD projector and screen

Laptop


Review their outputs during the local disaster experience activity to support the discussion

for the second group exercise.

1h00

Key Concepts

Disaster is everybody’s

responsibility. When disasters

strike, all stakeholders in the

community must work together to

ensure their safety, as the adverse

impacts are felt regardless of age,

gender, educational background and

economic status. In such situation,

the active involvement of children is

an important factor and must be

highly encouraged.




Process

1. Group Activity: Growing

Duration: 20 min.

Tell the children to use their bodies to form a butterfly.

Starting with a butterfly, look for other butterflies and form a shape of a bigger butterfly

using their bodies.

Together with your group mates, draw a shape of a flower. The sun rises and the flower

blooms.

The flower becomes a fruit. Form a shape of a fruit. Each of the children will guess what

kind of fruit is being presented. For example pineapple, sugar cane and corn.

• The fruit becomes a tree with large roots

• The branches of the tree is being swayed by the wind

• The tree was cut down by a logger.

• It became a house (small groups can join together until there are only three groups)

• The rich constructed a bathroom. Give the groups a time to see what the others

have done. Each of the group will present while the facilitator tells the other groups

to relax and watch.

During the activity, ask the following:

• What are the characteristics of a poor’s bathroom? Where does the waste go?

- soil

- sea

- river

• There are various bodies of water. Draw the shape of the following using body

movements.

- Waterfall

- River flowing to the sea

- Lake: the water moves because of the wind, it rained, the water in the lake

heightened, overflowed.

2. Discussion

Duration: 10 min.

Address all children and explain that, like people, the environment is alive and need to

growth in a healthy way. You can start by asking the following questions:

What were the shapes that you formed?

What did you use to express these shapes and the objects they represent?

Your arms, hands? Your body? What about your mind?

How did you guess the shapes drawn by others?

Was it from their movement, expression, sound?




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Explain to the children that shapes begin with lines just like forests begin with one or more

trees. The elements of life and the environment are colors, shapes, movement, sound and

other aspects, such as texture - rough, smooth or even slippery. These are linked to our

feelings, thoughts, and experiences and can all be expressed by our body, as we just did during

this activity.

3. Group Activity: Disasters

Duration: 20 min.

Maintain the groupings from the previous activity. Tell the children that each group will

separately receive instructions on a scene that they will play. Stress that the scenes should

only represent elements and objects from nature and should not include people. The

groups will have to guess what is being presented.

Provide each group with one of the scene topics below making sure that other groups do

not hear the theme. You may want to ask the groups to use separate locations (or parts of

the room) to prepare their scenes.

Scene topics:

- Volcanic eruption

- Typhoon

- Forest fire

In turn, ask each group to play their scene and let the rest of the audience guess the topic.

After each play, discuss the topic using the following information and questions:

Volcanic Eruption

Our country is situated in the Pacific Ring of Fire, which is a chain of volcanoes. This

means that our islands were formed from volcanic activities.

A fossil of a starfish and shell were found in a cave in Baguio City. What does this

mean? It proves that our islands were once beneath the seas.

What are the adverse events impacting people and communities that usually come

with or follow volcanic eruptions?

Answers can include:

o Earthquake

o Landslide

o Erosion

o Death of people

o Damage to property

Typhoon

An average of 20 typhoons enter the Philippines every year. This is because the

country is located near the Western Pacific Basin where the majority of tropical

cyclones are formed.

What are the adverse events impacting people and communities that usually come

with or follow typhoons?





- Flood

- Landslide

- Death of people

Destruction of farmlands, houses Forest fire

What causes forest fires?

What would happen if a whole forest disappears?


- Habitats are destroyed

- Flood

- Landslide

4. Discussion

Duration: 10 min.

Summarize the activity and, using examples of floods from the children’s plays and any

experiences they have shared, ask them the following questions:

o Where and how does a flood start?

o What happened when flood occurs?

o How to prevent the occurrence of flood?


o Conserve natural resources

o Clean canals

o Plant trees

o What can families do to prevent flood?

- Garbage segregation

o What can schools do?

- Teach children about environmental conservation

o What can health workers do?

- Teach children about hygiene

o What can the Sangguniang Kabataan (Youth Council) do?

- Promote environmental projects

o What can the mayor do?

- Promote projects for the environment

- Be honest to the people

o What can the police/government do?

- Implement regulations to protect the environment

o And most importantly, what can the children do?

As seen in the discussion, everyone can contribute to reduce the risks of disasters. Hence,

children’s active participation is also necessary to promote a culture of safety and create livable

and sustainable communities.

Tell the children that this exercise was just an overview of what disaster is. A more

detailed explanation will follow in the next module.

Before ending the session, ask the participants if they have questions and clarifications.




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MODULE 3 UNDERSTANDING DISASTERS, DISASTER RISK MANAGEMENT AND RESILIENCE

Session 1: Basic Concepts: Disaster,

Hazard, Vulnerability

and Capacity

Objectives

• Explain basic definitions and concepts related to disasters and disaster risk reduction;

• Clarify the difference between hazards and disasters

• Explain the relationship between the terms hazard, vulnerability and capacity to respond to

disaster.

• Review the factors that contribute to people’s vulnerability and the factors that increase their

capacity to respond to disasters.

Feeling Outcomes

Share personal insights, reflections and

feelings on how they perceive

disasters.

Flow of Activities

1. Group Activity: Concepts and

terminologies

2. Group Activity: Quiz show

3. Discussion

Materials Needed

Pictures, Meta cards, Markers

Visual aid:

LCD projector and screen


1h00

Key Concepts

A hazard is a dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage (UNISDR, 2009).

Vulnerabilities refer to the characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard (UNISDR, 2009).

Capacity is the combination of all the strengths, attributes and resources available within a community, society or organization that can be used to achieve agreed goals (UNISDR, 2009).

Disaster is a serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources.





Prepare the PowerPoint slides for the quiz show so that participants can read each question.

Translate the questions and other inputs to local or Filipino language for easy understanding

of participants.

Use the children outputs and experience from the activities on local disaster experiences

(Module 1, session 1) to support the explanation of basic concepts.

References

Reference 3.1.1: Basics Concepts: Hazard, Vulnerability, Capacity and Disaster

Process

1. Group Activity: Concepts and terminologies using Visual Explorer

Duration: 20 min.

Mark different locations of the room, such as the corners, with the following words:

1. Disasters

2. Hazards

3. Vulnerabilities

4. Capacities

5. Elements at risk

Spread the provided pictures of disasters, hazards, elements at risk, vulnerabilities and

capacities on the floor. Lay the pictures face down.

One by one, ask each child to randomly pick one picture and describe what he/she sees on

it. Ask him/her to which location/corner the picture belongs and why. Then send him/her

to that location/corner.

During the exercise and especially when the children describe the pictures, add your

comments and examples using the basic concepts and terminologies found in reference 3.1.1.

2. Group Activity: Quiz show

Duration: 20 min.

Keep the same groups from the previous activity and tell them that they will now take part

of a quiz, in which they will have to answer questions on hazards and disasters.

Below are samples of questions for the quiz:

1) True or False: Ang BANTANG PANGANIB ay maaaring pagmulan ng disaster.

(Hazard may trigger disaster.)

Correct answer: True




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2) True or False: Ang BANTANG PANGANIB ay nagmumula lamang sa kalikasan.

(Hazard may only arise from nature.)

Correct answer: False

3) True or False: Ang Pilipinas ay hindi nahaharap sa anumang bantang panganib.

(The Philippines does not face any kind of hazard.)


4) True or False: Ang kidlat at matinding init ay hindi mga panganib.

(Lighting and extreme heat are not hazards.)


5) Multiple Choice: Mayroong disaster kapag..

(There is a disaster when…)

a. May mga namatay, nasira ng mga bagay at paglaganap ng sakit.

(People die, properties are destroyed, and there is disease outbreak)

b. Paghinto ng mga trabaho at kakulangan sa serbisyong medical.

(Work is disrupted and there is a lack of medical services)

c. Nangangailangan ng tulong mula sa labas ng komunidad.

(The community needs help from external organizations)

d. Lahat nang mga nabanggit

(All of the above)

Correct answer: d

6) Multiple Choice: Ang Pilipinas ay disaster prone dahil…

(The Philippines is disaster prone because…)

a. Sa lokasyon nito

(Its location)

b. Mga tao at antas ng kanilang pag unlad

(The people and their level of development)

c. Kakulangan ng tao sa impormasyon

(People lack information)

d. Lahat nang mga nabanggit

(All of the above)

e. Wala sa mga nabanggit

(None of the above)

Correct answer: d

7) True or False: Ang DISASTER ay laging mabilis kung dumating kaya hindi nakakapaghanda

ang mga tao para dito.

(Disasters always happen fast, therefore people cannot prepare for it.)


With the provided meta cards and markers, ask each group to write their answers to the

given questions. Ask each group to raise the card with the answers after a minute (a

buzzer may be used to alert them). The facilitator’s assistants or the other members of the

training team can serve as proctors to check the cards and note down the number of

correct answers of each group.




Compute the score of the groups to identify which among them got the highest score. The

winning group may be given a price or a round of applause.

3. Discussion

Duration: 20 min.

Link the comments and shared experiences expressed during the two activities with the

definition of various terminologies related to hazard and disaster and explain their

difference and relationship. For this, go through each of the points below, which provide a

broad definition of the key terms.

Hazards and disasters

Tell the audience that a hazard is not a disaster but it has the potential of becoming one if

the emergency and impacts it has caused are not managed well due to a lack of

preparation. For example, a typhoon that strikes in the middle of Pacific Ocean is a hazard

but could not be considered a disaster, since there are no casualties or damages incurred.

A disaster happens when a hazard strikes a vulnerable community and exceeds people’s

capacity to cope and recover from its adverse effects, resulting to damages, losses and

disruption in community functioning.

In addition, stress that that there are different types of hazards namely natural, human

induced and a combination of both. Volcanic eruptions and typhoons fall under the

category of the natural hazards. Armed conflicts can be classified as human induced

hazards. Whilst, floods and fire can be both caused by natural and human factors.

Vulnerabilities and capacities

Explain that vulnerabilities are conditions that increase the susceptibility of a community to

the impact of hazards. Vulnerabilities are inherent to physical, social, economic, and

environmental factors or processes. Some examples of vulnerabilities include houses made

of light materials and lack of awareness on disaster preparedness.

Although communities have vulnerabilities, they also have capacities which refer to the

combination of the strengths, attributes and resources available within a community,

society or organization that can be used to prevent or reduce the impacts of disasters.

Stress that the impacts of disasters are greatly felt by women, children, people with

disabilities (PWDs) and elderly. These groups are identified as among the most vulnerable

groups in disaster situations. On the other hand, they still possess capacities that can

contribute to disaster risk reduction.

The pictures below can assist you in explaining the above DRR terminologies to the

children:




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Illustrations modified from Module 2 Family and Community Disaster Preparedness by BEA-DSWD and PIA,

Philippines

Source: Integrating Gender into Community Based Disaster Risk Management, CBDRM Training and

Learning Circle-Philippines and CDP, 2010

See Reference 3.1.1 for further information on DRR basic terminologies.

Disaster risk

A disaster risk refers to the potential disaster losses, in lives, health status, livelihoods,

assets and services, which could occur to a particular community or a society over some

specified future time period. For example, strong typhoons may bring floods resulting to

damaged houses, farmlands and livelihoods.

Elements at risk

Ask the participants if they have questions and clarifications.

Disaster




Reference 3.1.1: Definitions: Hazard, Disaster, Vulnerability and

Capacity

Hazard

Phenomena, event, occurrence or human activity which has the potential for causing injury to life

or damage to property and the environment.

There are three types of hazard:

1. Natural: Typhoon, earthquake, volcanic eruption, tsunami

2. Human-made: Fire, pollution, oil spill, industrial accidents (such as leakage of toxic waste)

3. Combination or socio-natural hazards: Flooding and drought can fall under this category if it

is due to deforestation

Disaster

Occurs when a hazard strikes a vulnerable community with low capacity resulting in damages,

loss and serious disruption of community life.

The widespread human, material and environmental losses exceed the community’s ability to

cope using its own resources.

Vulnerability

Physical, social, economic, cultural and environmental factors and conditions which increase

the community’s susceptibility to disaster.

Adversely affects the ability of individuals, households and the community to prepare for and

respond to hazards.

Weaknesses, constraints or problems present in the community which hinder it from

preparing for and protecting itself from incurring damage and loss.

Examples of vulnerability:

- Poor locations

- Houses made of light materials

- Conflict in the community

- Lack of knowledge and skills on preparedness and protective measures

- Attitude of helplessness and dependence

Capacity

Knowledge, skills, resources and abilities present in individuals, households and communities that

enable them to prevent, prepare for, withstand, survive and recover from a disaster.

Some examples of capacity:

- Permanent housing

- Ownership of land

- Adequate food and income sources

- Family and community support in times of crises

- Local knowledge

- Responsive local government

- Strong community organizations




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Elements at risk

Who and what can be damaged:

Examples of elements at risk:

- People (their lives and health)

- Household and community structures (houses, community centres, schools)

- Community facilities and services (access roads, bridges, hospital, electricity, water supply,

etc.)

- Livelihood and economic activities (jobs, crops, livestock, equipment, etc.)

- Environment (natural resource base)

Additional definitions:

Disaster risk

Likelihood of a hazard striking a vulnerable community, causing injury, damage and loss.

The bigger the vulnerability, the bigger the disaster risk. The bigger the capacity, the smaller

the disaster risk.

Disaster Risk = Hazard x Vulnerability

Capacity

Risk

The probability of harmful consequences, or expected loss (death, injuries, property, livelihoods,

disrupted economic activity or damaged environment) resulting from interactions between natural

or human induced hazards and vulnerable/capable conditions.

Resilience

The capacity of a system, community or society to resist or to change in order that it may obtain

an acceptable level in functioning and structure. This is determined by the degree to which the

social system is capable of organizing itself, and the ability to increase its capacity for learning and

adaptation, including the capacity to recover from a disaster.

Sources:

- Training Materials, Center for Disaster Preparedness

- CBDM Participants’ Workbook, Asian Disaster Preparedness Center

- UN International Strategy for Disaster Reduction (ISDR)

- Integrating Disaster Risk Management in Local Governance: Facilitators’ Guidebook and Sourcebook Barangay

Disaster Management Training Workshop the Philippine Experience. UNDP, 2006.







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Session 2: DRM and DRM Activities

Objectives

Explain disaster risk management and the process involved in it;

Present examples of disaster risk management activities that can be implemented in

communities.

Feeling Outcomes

Realize that the community, families and children possess capacities to carry out activities

akin to the promotion of safety

Flow of Activities

1. Group Activity: Scene acting

2. Group Activity: What can we do?

3. Discussion

Materials Needed

Kraft/easel paper, Crayons, Markers




Be sensitive to the needs and feelings of the children, use adequate wording when

expressing ideas or instructing the group during the activities.

Take notes on the ideas, experiences and roles that children portray in the various

activities. They may be connected with elements covered in other sessions or may need

further assessment and discussion.

English, Filipino or the local language can be used by you and the participants for the

sessions and the activities.

When explaining DRM, you can use DRM activities that WV has implemented in their

various projects as examples.

References

Reference 2.2.1: Disaster Risk Management

1h30

Key Concepts

Disaster risk management

(DRM) comprises all

forms of activities,

including structural and

non-structural measures

to avoid (prevention) or

to limit (mitigation and

preparedness) the adverse

effects of hazards.




Process

1. Group Activity: Scene acting

Duration: 30 min.

Ask the children to form groups of 4.

Present the scene titles below and tell the children that they are going to play the

scenes. Instruct them that when you say “FREEZE”, the group has to freeze the play and

stay in its place and position. When you shout “ACTION”, the children can continue the

play but must add a dialogue to it. Below are three suggested scenes:

• Birth of Jesus

• Rizal’s execution in Luneta (This is a Philippine’s hero and you can use other local

heroes or famous events)

• Children doing certain tasks

Assign a scene to each group and give them 5 minutes to prepare. In turn ask each group

to play its scene and interrupt them with some “FREEZE” and “ACTION” shouts.

Split the other half into group of 4 and repeat the activity with the following scenes:

There is an earthquake and landslide that make children/people fall off a cliff. Other

people come to help

There is a fire in a crowded neighborhood

A child has been run over by a motor vehicle

There is flooding in a community

After each play of the second run, ask the audience how the victims portrayed in the

scene could be helped more efficiently.

In preparation for the next activity, ask them to think of how the played disasters and

accidents could be avoided.

2. Group Activity: What can we do?

Duration: 30 min.

Keep the same groups and ask them to find a name for each group. The name must be an

acronym (formed from the initial letters of a series of words) or acrostic (when the letters

spell another word) of words or sentences related to disaster risk management

(capacities, resilience, recovery, etc.). The acrostic itself should also represent an action

or an attitude that shows how to respond/ address disaster risks. Note that the

acronym/acrostic letters can be from the beginning, middle or end of the

word/description. English, Filipino or the local language can be used.

As an example, you can show the following acrostic:

MOVE

Mobilization of Children and Youth to

Offset

Vulnerabilities for

Empowerment




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Distribute kraft / easel paper sheets, crayons and markers to each group and give them 5

minutes to discuss and write the name of their group.

When they are done, request a volunteer of each group to present and explain their

acronym/acrostic. As the other participants whether they have any comments on the

presented name.

When relevant, link the words and sentences used by the children with the experiences

shared in previous sessions and disaster risk management terms and methodologies.

3. Discussion

Duration: 30 min.

Briefly ask the children what is their understanding of disaster risk management (DRM).

Discuss their answers, which you can complete with the following definition and illustrations:

DRM is a range of activities, including structural and non-structural measures, to avoid

(prevention) or to limit (mitigation and preparedness) adverse effects of hazards.

Illustrations modified from Module 2 Family and Community Disaster Preparedness by BEA-DSWD and PIA,

Philippines

Source: Integrating Gender into Community Based Disaster Risk Management, CBDRM Training and

Learning Circle-Philippines and CDP, 2010

Prevention

Mitigation

Preparedness

Run! The rock is

falling!




Emphasize that DRM also covers activities during (emergency response) and after

(rehabilitation and recovery) a disaster. DRM activities aim to contribute to increasing

people’s capacities that will lead to reducing immediate and long-term vulnerabilities. In

this context, prevention, mitigation and preparedness activities given to the communities

play a key role to significantly reduce disaster damage and loss.

If enough time is left, you can provide further inputs on DRM objectives and examples (See

Reference 3.2.1).

Ask for questions and wrap-up the session.




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Reference 3.2.1: Disaster Risk Management

Definition of disaster risk management (DRM)

Range of activities designed to maintain control over disaster and emergency situations and to

provide a framework for helping at-risk persons avoid or recover from the impact of the disaster.

A collective term for all activities that contribute to increasing capacities and will lead to reducing

immediate and long-term vulnerabilities. Covers activities before, during and after a disaster.

Objectives

To increase capacities and resilience

To reduce vulnerabilities

To avoid or reduce human, physical and economic losses suffered by individuals, families,

communities and the country

To speed up recovery after a disaster

To reduce personal suffering

To provide protection to internal refugees or displaced persons whose lives are threatened by

armed conflicts

Activities and measures related to DRM

1. Before a disaster - prevention, mitigation and preparedness

• Prevention - Measures taken to eliminate the hazard or to avert a disaster from

occurring by impeding the hazard or putting a barrier between the community and the

hazard so that it does not have harmful effects. This includes dams and embankments that

eliminate flood risks, land use regulations that do not permit settlements in high risk

zones, seismic engineering designs which ensure the survival and function of a critical

building in the event of an earthquake.

• Mitigation - Measures taken to protect the elements at risk prior to the impact of a

disaster to minimize its damaging effects. This includes engineering techniques and hazard-

resistant construction, improved environmental policies, and public awareness.

• Preparedness - Measures taken in anticipation of a disaster to build readiness for

response and ensure that appropriate and effective actions are taken during the

emergency and recovery. This includes contingency planning, stockpiling of equipment and

supplies, development of coordination arrangements, public information, early warning

system, training, drills and simulation exercises to develop readiness.

Other examples of prevention and mitigation measures

• Structural measures:

- Dikes, dams, drains, sea walls

- Raising of roads and houses

- Earthquake resistant construction

- Permanent houses




• Non-structural measures:

- Safety measures

- Community health and sanitation (improving nutrition, keeping the community clean),

immunization, herbal gardens, training of community (health workers)

- Strengthening livelihood and economic activities (sustainable agriculture, income

generating projects, handicrafts, marketing cooperatives)

- Planting coastal shelter belts like coconut trees; reforestation (including mangroves)

- Building codes

- Legislation supporting community-based disaster

- Management and environmental protection

- Savings, insurance

- Policy study and advocacy

Other examples of preparedness measures

- Teaching individuals, family and the entire community what to do before, during and

after a disaster, for like cyclones, earthquakes, tsunamis, volcanic eruptions, drought

- Disaster preparedness training

- Community early warning system

- Public awareness activities - community meetings, house-to-house information

dissemination, posters and pamphlets, poster making contests for school children,

disaster consciousness day or week or month

2. During a disaster - emergency responses

Examples of emergency responses

- Evacuation and evacuation center management

- Search and rescue

- First aid and medical assistance

- Damage needs capacity assessment

- Delivering of relief goods (food and drinking water; non-food such as clothing,

blankets, kitchen utensils, etc.)

- Psychosocial counseling (comforting, prayers, critical stress debriefing)

- Repair of critical facilities and services

- Starting an emergency operations center (for major disasters)

3. After a disaster - recovery: rehabilitation and reconstruction

Examples of recovery activities

- Cleaning up debris

- Rebuilding and strengthening damaged structures

- Relocating to safer places

- Starting income-generating projects

Sources:

- Training Materials, Center for Disaster Preparedness.

- CBDM Participants’ Workbook, Asian Disaster Preparedness Center.

- Integrating Gender into Community Based Disaster Risk Management: A Training Manual. CDP, 2010.

- Integrating Disaster Risk Management in Local Governance: Facilitators’ Guidebook and Sourcebook

Barangay Disaster Management Training Workshop the Philippine Experience. UNDP, 2006.




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Session 3: Resilience

Objectives

Explain the concept of resilience;

Identify essential factors that contribute to community, family and child resilience.

Instill the value of achieving community resilience to protect not only the children’s own

wellbeing but also the wellbeing of the community and families.

Feeling Outcomes

Internalize self-worth as an able actor in the development of the community.

Flow of Activities

1. Group Activity: Song performance

2. Discussion

Materials Needed

Child Paper Cutout (for every group)



References

Reference 3.3.1: Four sources of resilience of children and ways to strengthen them

Reference 3.3.2: Risk and resilience in children

1h30

Key Concepts

Resilience is the ability to

cope with significant

adversity or risk. This

capability develops and

changes over time, is

enhanced by protective

assets, and contributes to

the maintenance or

enhancement of life in

general (WV Leap

Lexicon).





You can cite case stories on resiliency from WV initiatives in various areas to illustrate the

concept of this session.

Below is the story of Teatro Bidlisiw, a child-led theater group in Guinsaugon, which can be

shared to present child resiliency from a creative perspective.

Child-Led Theatre

The Experience of Teatro Bidlisiw, Southern Leyte, Philippines

The tragic landslide events that happened in the villages of Punta and Guinsaugon, Southern Leyte

and claimed the lives of more than a thousand are among the major disasters which brought large-

scale damages. Such traumatic experience awakened the consciousness of people to engage in

proactive efforts in dealing with disasters. One of the concrete actions that the community people

particularly children and youth engaged in was theater. Through the initiative and support of

Handicap International and Plan International-Philippines,

Teatro Bidlisiw, a child-led theater group was formed. Selected children and youth who survived

the landslides have undergone workshops and trainings to hone their knowledge and skills in

theatrical production. The theater served as an effective awareness raising tool for people of all

ages. Various themes were tackled in their productions including: landslides (causes, impact and

recovery), child trafficking, ecology, family relationship, HIV, substance abuse, birth registration etc.

The children themselves write their scripts while youth leaders act as facilitators, directors and

choreographers.

They visit from one village to another in order to spread the pertinent messages on disaster safety

and preparedness. There are also instances where the theater group is invited to perform when

guests and tourists visit their municipalities. This becomes an opportunity for resource

mobilization to sustain their activities or help other children in their needs since donations are

accepted in a “pass the hat” fashion. Furthermore, some of them have got the chance to perform

in an international conference in Japan.

Other than fostering people’s awareness, conduct of such activity also provides an avenue for the

young individuals to release stress brought about by their unfortunate experience vital for their

recovery. After every performance, the child actors/ actresses are given the opportunity to discuss

and share their feelings to others.




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Process

1. Group Activity: Song performance

Duration: 1h00

Have the children form a big circle and provide a piece of paper and a pen to each.

Show them the gap-filling sentence below:

a. Ako ay _________ … batang mapagmasid sa paligid

(I am _________ … an observant child)

b. Mayroon akong ________ …pamilyang nag-aaruga sa akin at …________

(I have ________ … a family who cares for me and.. ________)

c. Kaya kong ______ maglapat ng first aid sa mga nagkakasugat _____ at ____.

(I can_____… give first aid to someone who was injured ______and _______)

d. Gusto kong ________... sumali sa volunteer group na binuo ng Barangay Council.

(I want to __________… join the group that the community council formed)

Ask the children to complete the sentences on their paper with words or statements that

relate to disaster risk reduction or to what they have learned during the sessions so far.

Give them 5 minutes for the composition.

After the given time, form groups of 4 or 5 members and, within each group, ask them to

share and discuss their compositions. They should not write anything at this stage. Give

them 5 to 7 minutes for this.

Ask each group to combine their words and form complex sentences following the guide

questions given in step # 1. The groups will have to present their outputs through choral

recitation (Sabayang Pagbigkas) or a song. You may assign which groups will recite and

which will sing.

Provide them with additional paper or easel sheet to write their composition and read it

while performing. Inform them that they can use movements, sounds or images in their

performance. Allow 15 to 20 minutes to compose and rehearse, which they can do in

designated areas.

In turn, ask each group to perform their composition. Appreciate and comment their

work and link it to DRM principles when possible. For every performance, give

participants a round of applause.

2. Discussion

Duration: 30 min.

After the presentations, ask all children to form a circle. Discuss their feedback and feelings

from this activity. Some of the questions that may guide the discussions are:




What have you noticed or heard?

How do you feel about your contribution in the composition and performance?

What are your insights and experience in this activity? What have you learned?

What’s the importance or relevance in doing it first individually and then in groups?

Why do they need to identify the capacity and plans of children in this training?

In your opinion, what role can you play in disaster ?

During the discussion, stress the following points:

Individually, children have the capacity to do something;

Children can build on their individual capacities by doing something collectively;

The support that children get from other children in their communities and from other

persons, such as their parents, adult leaders, etc, can make them stronger and more

resilient to withstand the impact of disasters.

Resilience is the ability to cope with significant adversity or risk. This capability develops

and changes over time, is enhanced by protective assets, and contributes to the

maintenance or enhancement of life in general. It refers to the ability of a community or

society exposed to hazards to resist, absorb, accommodate and recover from the effects

of a hazard in a timely and efficient manner, including and through the preservation and

restoration of its essential basic structures and functions (Source: UNISDR, 2009).

Child resilience has various sources (See Reference 3.3.1) and depends on risk and

protective factors (See Reference 3.3.2).

Ask the participants if they have questions and clarifications. Give them another round of

applause.




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Reference 3.3.1: Four sources of resilience of children and ways to

strengthen them.

1. I HAVE External supports and resources

Build and strengthen trusting relationships with parents, relatives, teachers

and friends who love and respect the child

Ensure access to health, education, welfare and security

Establish structure and rules at home

Identify role models

Encourage child to be autonomous

2. I CAN Social and inter-personal skills

Develop innate talents, interests, and intelligence

Develop or improve communication skills

Develop problem-solving skills

Manage feelings and impulses

Teach how to gauge the temperament of self and others

Encourage the child to seek trusting relationships

3. I AM Internal, personal strengths, such as feelings, attitudes and beliefs

Affirm the child’s loving and caring behavior

Be proud of the child

Teach self-respect and respect to others

Encourage responsibility

Urge hope, faith and trust that things will be all right

4. I WILL Willingness, capacity and commitment to participate in matters

affecting him/her

Encourage child to participate in planning and evaluating activities

Allow child to plan for themselves

Provide information to help them make choices

Source: Psychosocial Support and Children’s Rights Resource Center, 2010




Reference 3.3.2: Risk and resilience in children

Resilience: surviving the odds

Resilience is an enduring capacity of a person to survive the difficulties and hazards of life. Children

are resilient.

Risk factors & protective factors

Children’s well-being and resilience are products of the balance between risk factors and

protective factors.

Risk factors reduce the child’s capacity to cope with negative experiences, particularly in

situations of armed conflict. Risk factors include:

- Previous traumatic experiences

- Poverty

- Lack of opportunities for education, play and research

Protective factors enhance the child’s capacity to cope with negative experiences:

- A child’s knowledge and skills

- Positive self-esteem, self-confidence and self control

- Presence of positive social support from the family and community

Strategies to enhance resilience

Minimizing risk factors:

- Good practice: disaster preparedness

- Advocacy to address issues such as poverty, peace and delivery of basic services

Strengthening protective factors:

- Opportunities for education, play, recreation and other activities to build child’s

knowledge, skills and self-esteem

- Strengthening social support networks for the child: family, peer and community friendship

networks

Resilience and participation

Children have the capacity to overcome negative experiences. Enhancing children’s resilience

develops their capacity to participate meaningfully in decisions and actions that affect their lives.

Participation is a right and principle in realizing children’s other rights. It implies recognizing

that children’s perspectives are important and entails increasing children’s power to influence

policies and practice consistent with their rights. Participation involves:

- Access to information

- Freedom of expression

- Participation in decision-making processes

- Freedom to be part or to form organizations

Source: Save the Children-UK Philippines. Integrating Children’s Rights in Barangay Disaster Management

and Development: A Trainor’s Manual, Balay Rehabilitation Center, Inc., Save the Children UK and

Center for Disaster Preparedness, 2006




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MODULE 4 COMMUNITY RISK ASSESSMENT

Session 1: Introduction to

Community Risk Assessment

Objectives

Explain the basic concepts and terminologies of community risk assessment;

Identify the process of conducting community risk assessment;

Explain why communities, families and children are vulnerable to the potential damage of

hazards, and;

Highlight the importance of community risk assessment in crafting feasible and responsive

disaster risk reduction plans.

Feeling Outcomes

Satisfaction in the community risk assessment results;

Find usefulness in identifying risk reduction measures.

Flow of Activities

1. Group Activity: Observation game

2. Group Activity: Questions and answers

3. Discussion

Materials Needed

Meta Cards, assorted colors

Markers

Masking tape or Blu-Tac reuseable adhesive




Children may use local language, Filipino or English in

the presentation.

References

Reference 4.1.1: Community risk assessment

Reference 4.1.2: Hazard assessment

Reference 4.1.3: Vulnerability and capacity assessments

2h00

Key Concepts

Community risk assessment is a systematic and participatory process to identify and assess hazards which threaten the community.

Hazard assessment involves the identification of the hazards or threats which may occur in the area or community.

Vulnerability assessment is a participatory process to identify what “elements are at risk” such as people, household and community structures, community facilities and services, livelihood and economic activities and environment per hazard type, and to analyze the causes and root causes why these can be damaged or why these elements are at risk.

Capacity assessment is a participatory study to understand how people cope with and survive in times of crisis and to identify resources which can be used to prepare for, prevent and/or reduce damaging effects of hazards.




Process

1. Group Activity: Observation game

Duration: 45 min.

Ask the children to group in pairs. Each pair has to play “Paper, scissors, stone” to decide

the winner or the loser. Winners will form group A, while losers will form group B.

Have group A form one single line and group B form another line. The 2 lines should face

each other, making sure that each child has a partner standing in front of him/her.

Ask group A to observe and memorize the features/appearance of their respective

partners (for example, position of his/her name tag, jewelries, orientation of shirt, lace of

shoes, etc.). Give them 1 minute to do this and ask both groups to turn around.

Make sure the children from group A do not see their counterparts and tell all members

of group B to change 5 things in his/her appearance (for example, change the position of

the name tag, remove a bracelet, untie a show lace, etc.). Give them 2 minutes for this

before asking both groups to turn around and face each partner again.

Instruct group A members to identify the changes in the appearance of their respective

partner and, after 1 minute, ask who among them were able to identify all the changes.

Reverse the roles of the 2 groups and repeat the whole process, with group B members

having to observe and guess the change of group A members.

After the exercise, ask the participants to give themselves a round of applause.

Briefly allow participants to share their insights from the activity. Stress the importance of

keen observation, which is essential in assessing change in appearance, features and other

external elements. Use this to introduce the next activity, which is about Community Risk

Assessment.

2. Group Activity: Questions and answers

Duration: 45 min.

Preparation

On meta cards of different colors, write the 5 questions below using a different color for

each question. Duplicate each question on 2 cards of the same color, making 10 cards in

total (for example, question 1 on 2 red cards, question 2 on 2 blue cards, etc.).

1) What is community risk assessment?

2) Why should a community risk assessment be conducted?

3) Who should be involved in community risk assessment?

4) Why should children, families, community residents and leaders get involved in

community risk assessment?

5) What information should be looked at in community risk assessment?

Prepare a sufficient number of empty cards of the 5 same colors, which will be used for

writing the answers.




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Place the cards (one card with the question and several empty cards of the same color for

the answers) at 10 different locations in the room (using groups of chairs, for example)

and assign an equal number of children to each of these locations.

In each group, ask for a volunteer who will be writing the answers on the empty meta

cards. This child will be the ‘writer’ for that question and stay at the location to write the

answers for the same question and facilitate the discussion of the other groups.

Allow 2 minutes for each group to discuss and write their answers to their

respective question. Encourage them to provide multiple answers/ideas per question but

tell them to write only one answer/idea per card.

After the time has expired, ask the groups to move to another location with a question of

a different color. Only the ‘writers’ should remain where they are.

Repeat the operation until each group has answered the 5 questions (5 colors).

Ask the ‘writers’ to put up on the board or walls all the meta cards with answers/ideas in

such a way that cards of the same color are grouped together.

3. Discussion

Duration: 30 min.

Ask the ‘writers’ to read their group of cards, emphasizing that what is presented is the

collective ideas of the children about what community risk assessment means to them.

Stress important points, make inputs if there is a gap and ask for questions or comments

from the audience before moving on to the presentation of the next group of cards.

Refer to the notes below for your comments, additional details or relevant information

that may not have been expressed by the children.

The process of community risk assessment aids in uniting the community people’s

understanding of their risks, hazards, vulnerabilities and capacities. Such understanding

is deemed important in identifying appropriate and adequate risk reduction measures

towards the achievement of safe, resilient and sustainable communities. Community

risk assessment is composed of vital components namely hazard assessment,

vulnerability assessment, capacity assessment and perception of risks. These

components should be carefully considered when developing comprehensive disaster

risk reduction plans.

Hazard assessment refers to the identification of hazards or threats which may

occur in the area or community. The nature, location, intensity and likelihood

(probability or frequency) and behavior of the threat are studied and specified (See

Reference 4.1.2).

Vulnerability assessment is a participatory process to identify what elements are at

risk per hazard type and to analyze the causes why these elements are at risk. The

elements at risk that are closely examined in conducting this kind of assessment

include the following: people, household and community structures, community




facilities and services, livelihood & economic activities, and the environment. (See

Reference 4.1.3).

Capacity assessment determines what people do in times of crisis to reduce the

damaging effects of the hazard, and to protect and secure livelihood and services. It

involves understanding people’s previous experiences with hazards that enabled them

to develop coping and survival strategies and identifying resources which are available

and can be used in community based disaster management (See Reference 4.1.3).

How people perceive disaster risks is also essential in coming up with a good risk

assessment. People in the community have varying risk perceptions and these are

influenced by their age, gender, culture and socio-economic status.

Vulnerabilities and capacities can be categorized into three types namely: physical /

material, social / organizational and attitudinal / motivational.

Different stakeholders, such as local council, health workers, and teachers, have to be

involved in the community risk assessment to have a holistic picture of their at-risk

condition. Ensuring the presence of all parties would guarantee as objective an output

as possible.

Although they are considered as one of the most vulnerable groups, children possess

knowledge, skills and attitude that can facilitate the identification of vulnerabilities and

risks within the community, Like adults, they have capacities that are key elements in

successfully implementing risk assessment.

There are different participatory tools for children and adults which can be utilized in

doing the risk assessment. Some examples of child friendly tools will be discussed in

the succeeding session.

Ask for questions and sum up the highlights of the discussion.




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Reference 4.1.1: Community risk assessment

Community risk assessment is a participatory process to identify and assess the hazards (which

threaten the community) and the community’s vulnerabilities and capacities. It involves an

understanding of how people in the community perceive and measure disaster risk.

Purpose of community risk assessment

Unites the community in a common understanding of their disaster risk – hazards,

vulnerabilities and capacities

Basis for identifying appropriate and adequate risk reduction measures

Contributes to raising community awareness about potential risk they had not previously

known of

Baseline data on the community situation – its vulnerabilities and capacities – when compared

with data at a later period, can be used to evaluate the results of community disaster

preparedness activities

Data generated can be used in situational analysis and needs for project proposals for

mitigation and community development projects

Components of community risk assessment

Hazard assessment - Assessing the nature and behavior of hazards (See Reference 4.1.2)

Vulnerability assessment - Identifying the particular elements-at-risk and why they can be

damaged. (See Reference 4.1.3)

Capacity assessment - Identifying people’s survival or coping strategies and what resources

can be used in disaster management activities (before, during and after a disaster). (See

Reference 4.1.3)

People’s perception of risk - Understanding the perception of risk of different groups and

sectors in the community.

- People’s vulnerability and how they perceive or view disaster risks are influenced by their

socio-economic status.

- Aside from income levels, age, gender, educational background, livelihood and

employment, culture is an important consideration for why people have different ways of

looking at the community disaster situation.

- People’s perception of disaster risk is also influenced by previous experiences, like

exposure to hazards and the specific preparedness and mitigation measures taken before,

during and after the disaster.

- Insiders (community members) and outsiders (NGOs, local and national government

agencies) may also have differing perceptions of disaster risks.

- The community risk assessment process provides the venue to share these different views

or perceptions. Community risk assessment results in a common understanding of the

community’s disaster situation, which becomes the basis for common actions to take in

disaster risk reduction.

- The community risk assessment process combines local knowledge with scientific and

technical information (which outsiders usually bring into the community).




- Various tools (which are adapted from participatory rural appraisal or participatory

learning and action) are used in community risk assessment to bring in to the open

different views and validate information.

- The community measures its disaster risk as high, moderate or low for various hazards

and delineates areas in the community which are safe and dangerous for housing,

economic activities and other community functions.

Source: CDP CBDRM Training Handouts

Reference 4.1.2: Hazard assessment

Hazard assessment involves the identification of the hazards or threats which may occur in the

area or community. The nature, location, intensity and likelihood (probability or frequency) and

behavior of the threat are studied and specified.

Hazard classification (Source: UNISDR, 2002)

1. Natural hazards - Natural process or phenomena occurring in the biosphere that may

constitute a damaging event. Natural hazards can be classified by origin: geological, hydro-

meteorological or biological.

Geological hazards

- Earthquake, tsunamis

- Volcanic activity and emissions

- Mass movement, such as landslides, rock fall, liquefaction, submarine slides

- Subsidence, surface collapse, geologic fault activity

Hydro-meteorological hazards

- Floods, debris and mudflows

- Tropical cyclones, storm surges, thunder

- Drought, desertification, wildland fires, heat waves, sand dust storms

- Permafrost, snow avalanche

Biological hazards

Processes or organic origin or those conveyed by biological vectors, including exposure to

pathogenic micro-organisms, toxins, and bioactive substances

- Outbreaks of epidemic diseases

- Plant or animal contagion

- Extensive infestations

2. Technological Hazards - Danger originating from technological or industrial accidents,

dangerous procedures, infrastructure failures or certain human activities, which may cause the

loss of life or injury, property damage, social and economic disruption or environmental

degradation. They are sometimes referred to as anthropogenic hazards. Some examples

include:

- Industrial pollution, toxic wastes

- Nuclear activities and radioactivity

- Dam failures

- Transport accidents

- Industrial or technological accidents (explosion, fires, spills)




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3. Environmental Degradation - Processes induced by human behavior and activities

(sometimes combined with natural hazards) that damage the natural resource base or

adversely alter natural processes or ecosystems. Potential effects are varied and may

contribute to an increase in vulnerability and the frequency and intensity of natural hazards.

Some examples include:

- Land degradation, deforestation, desertification

- Wildland fires

- Loss of biodiversity

- Land, water and air pollution

- Climate change, sea level rise

- Ozone depletion

Nature and Behavior of Hazards

Hazard assessment also involves the understanding of the nature and behavior of the hazards or

threats. For this, the following properties of hazards need to be indentified4:

Origin: The factors or factors which create or result in a hazard.

What disasters have been experienced in the past?

What are other threats?

What are emerging threats?

Force which can damage. This includes the potential strength of the hazard (e.g. intensity and

magnitude of an earthquake). Sources of force include:

- Wind;

- Water (heavy rain, flood, river overflow, storm surge, epidemic);

- Land (slide, mudflow, lahar);

- Seismic (ground shaking, ground rupture, liquefaction, tsunami);

- Industrial/technological;

- Conflicts;

- Others.

Warning signs & signals: Scientific and indigenous (local) signs that a hazard event is likely to

happen.

Forewarning: Time gap between warning signs and the impact of the hazard.

Speed of onset: Rapidity of arrival of hazard and its impact.

Very slow, such as in 3-4 months in the case of drought;

3-4 days in the case of cyclone;

Very rapid for earthquake.

Frequency: How often is it likely to occur? Does the hazard occur seasonally, yearly, once

every 10 years, once in a lifetime, etc.

When or seasonality: Occurrence of a hazard at particular time of the year, such as wet or dry

season, in November to April.

4 UNISDR, Terminology on DRR, 2009




Duration of the hazard or how long its impact is felt.

- Earthquake and after shocks;

- Duration (days/weeks/months) of flooding in an area;

- Length of period of military operations.

Reference 4.1.3: Vulnerability and capacity assessments5

Vulnerability is a set of prevailing or consequent conditions which adversely affect the ability to

prevent, mitigate, prepare for or respond to hazard events.

Vulnerability assessment is a participatory process to identify what “elements are at risk” per

hazard type, and to analyze the causes and root causes why these can be damaged or why these

elements are at risk.

Elements at risk are the people, households, houses, property, crops, livelihood, community

facilities or the environment which may be damaged by the hazard. During vulnerability

assessment, the elements at risk are detailed and the reasons why these can suffer damage and

loss are studied. Basically, vulnerability assessment answers the following questions:

Who are at risk or can incur damage and loss?

What are other elements at risk?

What damage or loss can these people or elements at risk suffer/incur?

These include physical damage, deaths, injuries, disruption to economy, social disruption,

environmental impact and need for emergency responses.

Why will these people and elements suffer or incur damage and loss?

Capacities are the resources, means and strengths possessed by persons, communities, societies

or countries which enable them to prevent, mitigate, prepare for, withstand, or quickly recover

from a disaster. Skills, knowledge, practice, organizations, institutions, attitudes and values are

important capacities when material resources are limited.

Coping refers to managing resources or survival strategies in adverse or crisis situations. Most

notions of coping is positive (and is therefore a capacity), but it can also come to a point that leads

to increasing vulnerabilities, such as in distress sale of productive assets or engagement in anti-

social or destructive behavior (prostitution, crime).

Capacity assessment is a participatory study to understand how people cope with and survive

in times of crisis and to identify resources which can be used to prepare for, prevent and/or

reduce damaging effects of hazards. Basically capacity assessment answers the following questions:

What are existing coping strategies and mechanisms during times of crisis?

5 Asia Disaster Preparedness Centre, Community-Based Disaster Risk Management for Local Authorities,

2006




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How have individuals, households and the community survived and responded to disasters

in the past?

What are the resources, strengths, local knowledge and practices that can be used for

disaster preparedness, mitigation and prevention or to quickly recover from a disaster?

Categories and factors for vulnerabilities and capacities analysis

Physical/ Material Social/ Organizational Motivational/ Attitudinal

Location and type of

housing/building materials

Economic Activities: means of

livelihood, production and

other skilled, land, water,

animals, capital, other means

of production (access and

control)

Infrastructure and services:

roads, health facilities, schools,

electricity, communications,

transport, housing, etc.

Human capital: population,

mortality, diseases, nutritional

status, literacy, numeracy,

Poverty levels

Environment factors:

forestation, soil quality,

erosion

Family structures

(weak/strong)

Leadership qualities and

structures

Legislation

Administrative structures and

institutional arrangements

Decision-making structures

(who is left out, who is in,

effectiveness)

Participation levels

Divisions and conflicts: ethnic,

class, caste, religion, ideology,

political groups, language

groups, structures for

mediating conflicts

Degree of justice, equality,

access to political process

Community organizations:

formal, informal, traditional,

governmental, progressive

Relationship to government,

administrative structures

Isolation or connectedness

Attitude towards change

Sense of ability to affect their

world, their environment

Initiative, getting things done

Faith, determination, fighting

spirit

Religious beliefs, ideology

Fatalism, hopelessness,

despondency, discouragement

Dependent/independent (self-

reliant)

Consciousness, awareness

Cohesiveness, unity,

solidarity, cooperation

Orientation towards past,

present, future

Sources:

- CDP Disaster Preparedness Training Hand-outs

- Disaster Risk Management in Asia: A Primer, ADPC and USAID, 2005

- Mary Anderson and Peter Woodrow, Disaster Workshop, Manila, 1992







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MODULE 4 COMMUNITY RISK ASSESSMENT

Session 2: Child Friendly Community

Risk Assessment (CRA) Tools

Objectives

Identify child friendly community risk assessment tools and the process involved in it;

Practice some of the child friendly risk assessment tools.

Feeling Outcomes

Children realize that their own contribution is valuable in identifying both the vulnerabilities

that threaten their wellbeing and the capacities that can help achieve safety.

Flow of Activities

1. Discussion

2. Group activity: Practice of COPRAP tools

Materials Needed

Kraft / easel paper, Manila paper, Bond paper

Glue sticks

Crayons and pencils

Marker

Clay of different colors( if available)

Printer




The process and materials to be used in the COPRAP activities can be modified depending

on the context and situation of the community.

To save time, you should closely study the session and activities and prepare the necessary

materials, such as those that need to be cut out in advance.

References

Reference 4.2.1: Child oriented participatory risk assessment and planning (COPRAP) tools

Reference 4.2.2 : Town watching

1h00

Key Concepts

There are especially

designed participatory

risk assessment tools

based on the capacities of

children. These tools help

the children understand

their risks and

vulnerabilities as well as

identify solutions that will

help them protect their

communities from

disasters.




Process

1. Discussion

Duration: 20 min.

Introduce the concept of child friendly risk assessment tools to the audience with examples

from the Child Oriented Participatory Risk Assessment and Planning (COPRAP) toolkit (See

Reference 4.2.1). Mention that these tools were developed together with students from a local

high school and community children residing in the peri-urban village of Banaba in San Mateo,

Rizal, which is an area prone to floods and river bank erosion.

In addition, explain that adults can also use some of the COPRAP tools, such as the hazard /

resource map and the method to understand livelihoods in the community. In preparation to

the coming activity, briefly describe the following tools:

Hazard and resource mapping

Cultural and seasonal calendar

My needs before, during and after a storm or flood

Pictures of my community

Organizations in my place

The tools require different materials depending on the availability and situation of the

community. Make sure to prepare the needed materials before the activity.

2. Group Activity: Practice of COPRAP tools

Duration: 40 min.

Divide the participants into 5 groups. In each group, assign one facilitator, one documenter

and one reporter.

Assign one of the 5 listed COPRAP tool each group and tell them they will be given 20

minutes to apply the tool. They will then have to present the results to the rest of the

audience. Place the groups at different locations of the room and provide them with their

respective instruction, as described below. In this task, you may request the help from

your assistants.

Group 1 - Hazard and Resource Mapping

On a kraft or manila paper, ask the group to draw a base map of their own purok

or village with all landmarks and structures. These may include health centers,

schools, houses, church, chapels, roads, bridges, farmlands, seas, rivers, dams, creeks,

forest, barangay or village halls, playgrounds and market halls.

Ask them to color the parts of the map that can be affected by eventual impacting

events (storm, flood, landslides, etc). It is important that they use one color for each

type of event. For example, brown can be used for flooding, blue for typhoon, etc.

Tell them to indicate on the map the locations where children are usually found

before an event and where they would go during and after the event. Using a

plastic overlay, have them cut out figures representing girls and boys. These figures

should be of 3 different colors, with one color representing the “before” location;




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another color representing the “during” location; and the third color representing

the “after” location of children in a situation of disaster.

On every object drawn on the map, a cut-out check mark () or X mark should

be placed to signify whether that element/location is safe and appealing () or unsafe

and unappealing (X).

Ask the group to place a legend on one corner of the map for identification of the

marks and drawings.

Also have them write on a separate sheet the key points, ideas and description of

their mapping in preparation for the presentation and discussion session.

Group 2 – Cultural and seasonal calendar

Using bond papers, crayons and pencils, ask the group to make a special calendar that

contains 12 pages with:

1. The name of each month of the year (one paper, one month).

2. The picture of a significant activity happening in the community (one activity

per month).

3. The picture of a usual situation of children in the community (one situation

per month).

Ask the group to reflect on the months that would normally pose a risk or danger to

the community and its people. They must then stick the danger sign on the sheets

of the specific months. In preparation for the reporting and discussion session, tell

them to write on a separate paper the explanation of their choice and the answer to

the following question: What dangers are there for children?

Similarly, ask the group to reflect on the months when children sickness or illnesses

usually occur. For this, they can stick a red cross, which represents the health sign,

on the relevant months. On the separate paper, tell them to write the reasons of

their choice and the answer to the following question: What are the common

illnesses affecting children’s wellbeing?

Ask the group to reflect about what adults or children usually say during the different

months. Using pre-cut speech and thought balloons (like the ones used in

comics), the group should stick on the sheet of each month at least one speech

balloon and one thought balloon. Inside the speech balloons, must be written the

dialogues of adults relating to the situation and inside the thought balloon, must be

written the corresponding responses or thoughts of children. Here too, the group

must write the explanation of the chosen dialogues for the presentation and

discussion session

Group 3 – My needs before, during and after a storm (or flood or landslide)

Using molding clays of different colors, ask the group to shape the things that

children need before, during and after a storm, flood or landslide (whichever is

more appropriate to the context). It is important that they use only one color to




represent things used “before”, another color for things used “during” and a third

color for objects used “after” the event.

In preparation for the presentation and discussion session, ask the group to write on

a paper what they creations represent and their usage in the given situations.

Group 4 – Pictures of my community

Using a digital camera, tell the group to go out and take pictures of places or

structures like buildings, houses, schoolrooms, open garbage areas, etc., which pose

risks to children, families or the whole communities. Give them 10minutes for this.

Have them (or help them) print the photos with the available printer. Pictures can be

printed in black and white or in color.

Ask the group to place the photos on a wall or on a manila / easel sheets. When

doing this, they must include captions describing the picture content. In preparation

for the presentation and discussion session Instruct them to also write on a separate

paper the reasons why these places and structures are at risk.

Group 5 – The Organizations in my Place

Ask the group to list the organizations within and outside the barangay. The outside

organizations must maintain a connection with the barangay.

On an easel sheet, tell them to draw a heart at the center symbolizing the heart of

the barangay. Around the heart, have them draw 3 delimited zones representing the

situations ‘before’, ‘during’ and ‘after’ a disaster.

Tell them to draw circles representing these organizations. The size of a circle should

be in proportion to the size of the organization and its distance to the central heart

indicates how close the organization is with the barangay people (in term of…). Each

organization must also be placed in one (or more) of the 3 different zones (‘before’,

‘during’ and ‘after’), according to whether it has a role to play for the community

during the relevant situation.

Tell them to write on a separate sheet why they have positioned the different

organizations near or far from the heart and in any of the 3 zones. They will use these

notes for the presentation and discussion session.




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Example of a completed mapping

In turn, ask each group of children to present their work. If convenient, they can remain at

their initial location or move where they can face the rest of the audience. They should

the use the note taken during the exercise to explain their ideas and how they have used

the tool. Give each group 2 minutes for the presentation. When relevant, comments on

their inputs and give them a round of applause once they have finished their presentation.

After all the groups have presented, ask for any questions, summarize the highlights of the

activity. Make them aware that the results of their risk assessment will be used in

identifying risk reduction measures in the next session. Thank all participants for their

participation.

Before closing the session, tell the children that they can find in the reference section

(4.2.1 and 4.2.2) some additional child friendly tools, which they can use in future

community risk assessment.




Reference 4.2.1: Child Oriented Participatory Risk Assessment

(COPRAP) tools

COPRAP tools used in the actual participatory risk assessment in Barangay

Banaba, San Mateo, Rizal

Introduction

Why develop, test and implement tools in assessing disaster risks involving children? In most

disaster events, children’s perspective, needs and capacities are neglected or taken for granted. In

the past, needs assessments were focused on families, with heads of the families, as respondents.

More recently, women activists were somehow successful in ensuring that the needs and

capacities of women are considered. But how about the children’s? During disasters, children are

emotionally and physically affected. For example, when both parents need to look for income and

food to provide for the family. Children, especially the older ones are expected to take care of

their siblings. Uncertainty affects children’s disposition and inner security. In some cases, classes

are suspended and children are left to “learn” on their own. The usual games children play are

suspended too when the streets and playgrounds (if any) are flooded or littered with debris.

Children in the Philippines, by definition are below 18. For this purpose, we define children to

include teenagers up to the age of 17. Most often, they are in a difficult situation, as they are also

not listed in the adult categories, and therefore they are neglected. While, they are expected to

be adults by some societies, they are still children in so many ways. They don’t earn income and

they are still dependent on their parents. Yet, when disaster comes, they are expected by parents

and societies to be responsible. In integrating with the local communities, it was agreed to include

the teens up to 17 in the category of children for this particular initiative.

The action research to develop the Child-Oriented Participatory Risk Assessment and Planning

(COPRAP) Toolkit was conducted by Mayfourth D. Luneta from September 2005 to June 2006

with the support of the ProVention Consortium Applied Research Grants for Disaster Reduction

Programme. The Research Partners were Buklod Tao (people’s organization in Barangay Banaba,

San Mateo Rizal which implements community based disaster management), Center for Positive

Future (local high school), and the Center for Disaster Preparedness. The mentor of this Action

Research is Ms. Lorna P. Victoria.

Objectives of COPRAP

To assess disaster risks and particular strengths and weaknesses of children and the

community through participatory means.

To collectively devise risk reduction solutions based on the results of the participatory

assessment.

Points to consider in COPRAP

Identify the needed information to gather in the assessment process.

Prior to the assessment, have a common understanding of the basic concepts of disaster risk.




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Meet with the village leaders? Agree who will undertake the assessment, who will facilitate and

who will be the participants. Ensure that women, men, youth and children are represented.

Assign a facilitator and documenter.

Select the appropriate assessment tools.

Schedule the assessment and the target place.

Undertake disaster risk assessment: (Gather data and analyze them, prioritize disaster risk

identify particular strengths, weaknesses, enumerate the elements to be possibly affected by

hazards/disaster and major problems of the community).

Based on the assessment, identify possible solutions and alternatives.

Present the result in a General Assembly for ratification.

Prioritize the solutions that were previously identified.

Discuss and plan collectively, identify roles and who will be responsible for these roles.

Implement the risk reduction plan.

Tools used in COPRAP

Note: The tools below were used in the Action Research entitled Child Oriented Participatory

Risk Assessment and Planning done in Barangay Banaba, San Mateo Rizal. It was seen effective

during the actual experience. The risk assessment tools numbers 3, 4, 5, 6, 7 and 8 were originally

created and used during the action research while numbers 1-2, 9-12 were derived from other

Risk assessment tools. However, you may innovate the COPRAP tools by changing the materials

to be used depending upon the materials available, and also by changing the procedures into more

appropriate methods depending on the culture, situation and other factors. The range of the age

of the participants may also vary from suggested range.

1. Representation of Myself

Description: This refers to the drawing of a thing, animal or plant that represents or illustrates

yourself. This is best to do at the beginning to create ease among the participants.

This strategy may be used by children, preferably of ages 7 to 17.

Objective: To build rapport and create ease between the facilitator and the participants, and to

know and identify the strengths and weaknesses of the children participants.

Materials: May use bond paper and crayon, pencil or ballpen.

Procedure:

1. Ask the participants to draw the most fitting illustration of themselves, may be a

thing, animal or plant.

2. Ask each to present and explain how his or her drawing reflects himself or herself.

3. Thank the participants after the presentation.

4. Make sure that someone records the comments of each child.

5. Summarize and point out that each one has different characteristics, likes and

dislikes. Encourage each one to accept and respect others, even if they are

different from us.




2. Safe and Dangerous Place

Description: This refers to the picture of the child’s place regarded as safe and dangerous. This

tool is more often recommended to children ages 7 to 12.

Objective: To check if the child has knowledge of safe and dangerous place, and how s/he

perceives them.

Materials: May use bond paper and crayon, or may also use clay.

Procedures:

1. Ask each child to draw using crayon or to mold using clay his or her house and its

surroundings.

2. Ask the children to put identifying marks on the safe places inside and outside

his/her house, using a specific color

3. Let the children to put identifying marks on the dangerous places inside his/her

house using a different color from the safe ones.

4. Allow them to report and explain their work after the activity.


6. Summarize all the reports, emphasizing their commonalities and differences and

relate it with the goal of having safer places and communities. Have an interactive

lecture on what “safe and dangerous” means.

3. Make me a Portrait of…

Description: This refers to the depiction of scenes through the participants perspectives. The

facilitator instructs the participants what they will illustrate like a hospital, zoo or

park, but the real intent of this activity is to see how they depict their condition and

activity before, during and after the hazard/disaster. This tool is recommended for

children and teenagers ages 7 to 17.

Objective: To know the participation of the children before, during and after the flood.

Materials: The participants themselves will serve as parts of the portrait.

Procedures:

1. Group the participants into five.

2. Give instructions.

3. Ask them to create a portrait using their bodies and the things that are with them.

Ask them to freeze into a tableau after 20 seconds.

4. Participants may be asked to depict a hospital, zoo or park, but the more important

is to show their condition and activity before, during and after the flood.

5. While they remain at freeze, ask and clarify what they try to show, especially the

ones they do before, during and after the disaster. After everyone has explained,

allow them to report what they did.





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4. Dangerous Things

Description: This refers to the molding of dangerous things using clay or mud. This tool is more

commonly used on participants ages 7 to 12.

Objective: To know the perspective of children towards dangerous things or animals.

Material: Clay of different colors.

Procedures:

1. Hand clay to each child.

2. Ask them to mold the things and animals they think are dangerous.


4. Summarize

5. My Need Before, During and After a Storm and Flood

Description: This refers to the molding through clay the needs of children before, during and

after the disaster. This tool is more often used on participants ages 7 to 17.

Objective: To know the needs of the children before, during and after the disaster.

Material: Clay of different colors.

Procedure

1. Mold the things that the children need before, during and after the flood.

2. Ask the participants to explain their molded clay.


4. Summarize

6. Top 5 Problems

Description: This refers to the identification of the 5 primary problems of the children. This

tool is commonly used on children ages 7 to 17. The problems may be classified

into two: when there is flood and when there is none.

Objective: To know the 5 primary problems of the children.

Materials: Bond paper, and pencil or ballpen

Procedures:

1. Ask the children to write what they consider their 5 top problems.

2. Allow them to report their answers.


4. Summarize and relate their problems with that of their community.

7. Solution

Description: This refers to the offering of solutions to the problems of the youth and children.

This tool is used on ages 7 to 17.

Objective: To know the suggestions of the youth and children in solving the problems

confronted by the children and the community.

Materials: Bond paper, and ballpen or pencil




Procedures:

1. Ask the participants to state their suggested solutions to the problems of the

children.

2. Allow them to report their answers after everyone has finished.


4. Summarize and relate that the solutions they identified may contribute to the

solutions to bigger society’s problems.

8. Suggestions to those in Authority

Description: To teenagers ages 13 to 17, they may add to their suggested solutions those

specifically addressed to parents, Sanguniang Kabataan Leadership, Barangay

Leadership, NGO or fellow youth.

Ojective: To explore the possible solutions to problems that the teenagers want to suggest

Local Authorities.

Materials: Bond paper, and ballpen or pencil.

Procedure

1. Ask the participants to write down their suggestions to those in authority.

2. Allow them to report their work after everyone has finished.


4. Summarize by organizing the individual solutions into a “solution list” according to

importance.

Discuss and arrive to a consensus, which should be the top solutions.

9. Hazard and Resource Map

Description: This refers to the drawing of the map of the place including the areas considered

as dangerous. Also included are the areas containing the wealth of the community

and the areas that are first and easily affected by disaster (high, medium, low risk

areas). This tool is used on adults ages 18 and above with males and females in

separate groups.

Objective: To know the safe and dangerous areas in the barangay. To locate its wealth and

know what will be affected by disaster.

Material: Manila paper, pentel pen, crayons and plastic cover.

Procedure:

1. Ask the participants to draw the spot map of the barangay. Ask them to draw and

mark where the wealth and basic services in the barangay are located.

2. Place a plastic cover over the spot map. On it, identify and mark the “most

dangerous”, “slightly dangerous” (considering the present and potential hazards)

and “safe” areas distinctively depending on what has been agreed upon by the

group in terms of their representations.


4. Make sure that someone records the comments.

5. Summarize the hazards that the community and children face and the resources

that the community owns




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10. Understanding Livelihood in Our Place

Description: This refers to the informal sharing about the various means of livelihood in the

community. This is about enumerating what different types of livelihood in the

barangay, exploring what alternative livelihood people get involved with during

flood or rainy season, and identifying problems associated with livelihood. This also

probes into the existence of child labor. This is used on male and female adults

grouped separately.

Objective: To know what different forms of livelihood in the barangay.

Materials: Paper and ballpen.

Procedure:

1. Prepare the questions for the informal sharing of livelihood like:

- What is the primary source of income of the family? Of the Mother? Father?

Children?

- What is the alternative livelihood if there is flood?

- What are the problems and the solutions regarding livelihood?

2. Allow the participants to answer in the questions.

3. Make sure that someone records the comments of each participant.

4. Summarize and relate to a bigger picture of income and livelihood

11. The Organizations in our Place

Description: This refers to the description of various organizations existing in the barangay.

This is to identify the parties who can potentially help advance or hinder the

development of the barangay.

Objective: To identify the organizations that can assist in advancing disaster preparedness

efforts.

Materials: Manila paper, pentel pen, colored paper.

Procedure:

1. Ask the participants to list the organizations within the barangay and those

outside, but maintains connection with the barangay. .

2. Draw circles representing the organizations, the size of which being in proportion

to the size of the organization. Draw a heart at the center symbolizing the heart of

the barangay. The nearness and farness of the circles to the heart indicate the

closeness of the organization to the heart of the barangay people. (See sample

picture).

3. Allow them to report their work after everyone has finished. Ask them to explain

why some are near to the heart, and some are not.


5. Summarize by pointing out the crucial organizations and those that can be tapped

for various purposes by the children.




12. Disaster Timeline

Description: This refers to the plotting of disasters experienced by the barangay from the

present back to the farthest past. This is better to use on adults in the community

with males and females either grouped together or separately. This also outlines

the effect of the disaster and the actions taken by the people in response to it.

Objective: To know the disasters experienced by the barangay, their effects and the actions

taken by the people.

Materials: Manila paper, pentel pen.

Procedure

1. Ask the participants to draw and fill the chart below.



Year Disaster Effect Action Taken

People Barangay NGO

Sources:

- Abarquez, Imelda and Murshed, Zubair.2004. Community Based Disaster Risk Management Field

Practitioners’ Handbook. Thailand: Asian Disaster Preparedness Center.

- Balay Rehabilitation Center, Inc., Save the Children UK and Center for Disaster Preparedness. 2006.

Integrating Children’s Rights in Barangay Disaster Management and Development A Trainor’s Manual.

Philippines: Balay Rehabilitation Center, Inc.

- Victoria, Lorna P. 2003. Kahandaan Katatagan at Kaunlaran ng Komunidad Gabay sa Pagsasany sa

Disaster Management. Philippines: Center for Disaster Preparedness Foundation, Inc.

- Heijmans, Annelies and Victoria, Lorna P.2001. Citizenry-Based and Development Oriented Disaster

Response. Philippines: Center for Disaster Preparedness Foundation, Inc.

- Balanon, F., Camacho, A.Z., De Castro-Protacio, E., Ong, M., Verba, A., and Yacat, J.2002. Integrating

Chile-Centered Approaches in Children’s Work. Philippines: Save the Children (UK), Program on

Psychosocial Trauma and Human Rights and UP Center for Integrative Development Studies.




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Reference 4.2.2: Town Watching

The “Town-Watching” is a method where community people walk around their town/village to

identify underlying disaster risks and discuss possible measures to address it.

Town Watching Process

Step 0: Learn About Disasters

Lectures on disasters in the local community

- Mechanisms of natural hazards

- Historical events

- Causes of local vulnerabilities

- Countermeasures etc.

Introduction to the Town-Watching concept

- Objectives

- Schedules of activities

- Expected results

Step1: Know Your Community / Field Survey

Conduct a field survey by walking around an area based on the map provided

Identify both positive and negative features relating to disaster risk management

Make notes, take photographs and mark the route you have taken in the map

Things / features to look out for:

- Disaster-resistant buildings / Evacuation places

- Flooded areas at the time of disasters

- Houses of the special assistance needed

- Hot spots (dangerous areas) – narrow roads, steep slopes, construction area

- Speakers/Facilities for providing information




Some points to remember for further discussion:

Are there:

Evacuation Places

- Accessible for all?

Evacuation Routes

- Safe routes are available for all?

- How about people needing extra assistance? Wheel-chair friendly?

- Do we need any additional shortcuts?

Warning Information

- Will the information reach all?

Step 2: Develop a Map

Create a hazard map

Integrate observations and findings on a large-scale map

Step 3: Conduct Group Discussions and Presentations

Discuss the problems, possible solutions and who should be responsible for implementing

them

Present the results of your group discussions

Develop action plan

List of items for Town-Watching / per group

1. Map

2. Big map (Newspaper-size) of the area

3. Small map of the area

4. Instant camera (Polaroid) or Digital

Camera

5. Films (for Polaroid)

6. Notepad

7. Pens (pen with a string & normal pen)

8. A set of triangle ruler

9. Scotch tape

10. A set of Post-It (square one & smaller

one)

11. A set of markers

12. A set of highlight pens

13. A set of colored stickers (round shape)

14. Compass

The above list of materials may vary depending on the location and other considerations. In case a

camera is not available, the participants can just draw the hazards and capacities directly on the

map.

Town Watching Table

Hazard Solution Person-in-Charge




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Group Composition

Each group should assign a:

Group leader

Navigator

Photographer

Map drawer

Recorder/ Documenter

Presenter

Outcomes

Hazard Map

Table of: Hazards, Solutions and Person- in- Charge

Major merits of Town Watching

Develop a concrete image of disaster reduction activities among all stakeholders including

government officials, experts, local residents, etc.

Autonomously identify problems in their own communities

Share opinions and reach a reasonable social consensus through face-to-face discussions

Sources

- http://www.adrc.asia/publications/WCDR/risk_communication/documents/1_2Ogawa.pdf

- Training materials, NGO Training on Disaster Risk Reduction, Japan, December 2007

- PowerPoint Presentation of Wendy Neoh of Mercy Malaysia, JICA-ADRC Workshop for ADRRN

members, 2008

http://www.adrc.asia/publications/WCDR/risk_communication/documents/1_2Ogawa.pdf







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MODULE 5 DISASTER RISK REDUCTION MEASURES

Session 1: Identifying

Risk Reduction Measures

Objectives

Understand the importance of developing risk reduction measures based on concrete risk

assessment results;

Identify the fundamental process involved in identifying appropriate risk reduction measures

and;

Cite samples of disaster risk reduction measures that community, families and children can

do for their safety.

Feeling Outcomes

Children feel that they are able actors considering that their risk assessment activity can

significantly contribute in identifying actions to reduce the vulnerabilities of the community,

families and children.

Flow of Activities

1. Group Activity: Vision of a resilient community

2. Discussion

Materials needed



Tips to facilitators

When presenting examples or case stories of risk

reduction measures, emphasize where children’s

participation is promoted.

References

Reference 5.1.1: Identifying Risk Reduction Measures

1h30

Key Concepts

Risk reduction measures are

appropriate programs,

activities and services to

reduce the people’s

vulnerabilities and increase

their capacities to cope and be

prepared for disasters. These

are considered concrete steps

of the community people in

achieving safety, secured

livelihoods and sustainable

development. The hazard,

vulnerability and capacity

assessment results serve as

base in identifying risk

reduction measures.




Process

1. Group Activity: Vision of a resilient community

Duration: 60 min.

Within the same groups from the previous activity (COPRAP tools), ask the children to

discuss among themselves what they think are the characteristics and features of a safe and

disaster resilient community.

From their discussion, ask each group come up with a role play or drawing that shows

their vision of safe and disaster resilient communities. Give them 20 minutes for the

drawing or to prepare and rehearse the play before the presentation.

In turn, ask each group to present their creation to the other children. After each

presentation, provide brief comments and give them a round of applause. Ask the audience

for any observations and comments.

After all presentations have been made, ask the groups to compare their vision of a safe

and disaster resilient community with the assessment of their own community made

during the previous session (COPRAP tools). Tell them to rate how close their

community is from the vision using a scale from 1 (not close at all) to 5 (very close).

Ask the groups what it would take to bring their communities closer to the vision. Tell

them to keep in mind the results of this gap analysis for the next session of this module

(Disaster risk reduction activities).

2. Discussion

Duration: 30 min.

Summarize the key highlights of the groups’ presentations and assessments. Relating to the

results of their assessments, explain that current gaps in their communities can be filled to

reach the vision of a resilient community. For this you can use the following concepts:

In order to achieve the envisioned community, it is important to identify risk reduction

measures that will help ensure a safe and livable environment for all members of the

community. Risk reduction measures refer to different interventions, strategies and activities

to reduce people’s vulnerabilities and strengthen their capacities. These are also commonly

referred to as disaster preparedness, mitigation and prevention activities. Risk reduction

measures also include activities done in the emergency and recovery periods.

The following are the important steps to consider when coming up with risk reduction

measures:

a) Review the results of the risk assessment;

b) Prioritize elements at risk;

c) Identify possible risk reduction measures;

d) Check which vulnerabilities are addressed and which capacities are used;

e) Compare measures with available resources, skills, organizational mandate, etc. and;

f) Rank measures and reach unity.




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Legend of picture (Source:….)

To illustrate these concepts, you can present some samples of risk reduction activities

covering preparedness, emergency response and rehabilitation phases (See Reference 5.1.1). A

detailed discussion on risk reduction activities will be done in the following sessions.

Ask participants if they have comments or questions.




Reference 5.1.1: Identifying risk reduction measures

What are risk reduction measures?

Measures, interventions, solutions, strategies, activities to reduce people’s vulnerability and

strengthen capacities.

Can be categorized as measures to limit the impact of hazards, to reduce vulnerability and to

build capacity, including the reinforcement of people’s existing coping strategies.

Appropriate and feasible disaster management activities to undertake before, during and after

a disaster.

Examples of structural prevention and mitigation measures:

Dams, dikes, sea walls, coastal wind breaks or shelter belts (planting of coconut trees along the

beach), mangroves reforestation, permanent houses, safe building design.

Examples of non-structural prevention and mitigation measures:

Safety measures at home and in the community, strengthening livelihood and community health,

food security, nutrition improvement, literacy programmes, relocation to safer location, advocacy

for environmental protection and development issues.

Preparedness:

Public awareness, early warning, evacuation drill, strengthening coordination and institutional

arrangements, stockpile of supplies and logistics.

Preparedness for responses to undertake during the disaster and recovery period, such as, search

and rescue, first aid, evacuation centre management, damage, needs, and capacity assessment,

immediate repair of community facilities and services, relief delivery, clearing the debris,

psychosocial counseling and stress debriefing, medical services, and recovery after the disaster,

such as rehabilitation and reconstruction activities.

Basic steps to Identify risk reduction measures:

1. Identify the hazard;

2. Determine the elements at risk and possible damages;

3. Determine conditions and factors of vulnerability. Reasons why elements at risk can be

damaged;

4. Identify existing coping strategies and capacities/resources;

5. Identify measures to reduce the vulnerability of the elements at risk;

6. Prioritize risk reduction measures to undertake: Immediate, short-term, medium-term or

long-term.

Source: CDP Training Handouts




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MODULE 5 DISASTER RISK REDUCTION MEASURES

Session 2: Samples of Disaster Risk

Reduction Activities

Objectives

Review achievable risk reduction measures that address identified vulnerabilities before,

during and after a disaster and that are beneficial to the wellbeing of community, families and

children.

Feeling Outcomes

Children gain confidence that they themselves can become effective actors in disaster risk

reduction just like the adults.

Flow of Activities

1. Group Activity: Beginning – Middle – End

2. Group Activity: Slogan-cum-Poster making

3. Group Activity: Travelogue “Cutting the Space”.

4. Discussion

Materials Needed

Kraft/ Easel Paper

Markers

Crayons




Allow participants to use their local language for activity 1 (story playing) and activity 2

(poster creation).

Use of concrete stories of children implementing successful disaster risk reduction measures

would help in inspiring them to replicate the same endeavors in their respective

communities.

References

Reference 4.2.1: Public awareness

Reference 4.2.2: Common reactions of children to disasters and emergencies

2h00

Key Concepts

There are various risk

reduction activities that

can be implemented

together or by the

children themselves.

Among these are public

awareness and setting up

of early warning system.




Process

1. Group Activity: Beginning – Middle – End

Duration: 50 min.

Divide the groups according to the types of hazard identified in the previous activities.

This exercise is linked to the 2 previous sessions on community risk assessment (COPRAP

tools) and visioning of a resilient community.

Remind documenter to carefully take note of the process and outputs of this exercise.

Start with the middle of the story.

Tell the groups to portray a picture of what happens during a disaster according to their

respective types of hazard. Tell them that they will present the scene using only their

bodies. This play will be called the Middle part of the story.

Tell them that, during the play, they will need to completely stop their movements as soon

as they hear the word “FREEZE”. They will only be able to continue the play when they

hear the word ‘ACTION’, after which they must add dialogues over their acting.

Give them 2 minutes for the preparation and practice.

In turn, ask each group to present their scene to the rest of the audience. Shout the word

‘FREEZE’ to stop the action and ask the audience to observe and guess what the

performing group is trying to portray.

Shout ‘ACTION’ to make the performing group continue the play, this time with

dialogues. This should confirm whether the audience’s answer was correct or not.

Thank the performing group.

After all plays have been performed, briefly summarize the most significant aspects related

to the situations during disasters that were expressed by the groups and start the next

part of the activity.

The beginning of the story.

Following the same methodology and requirements (using only body movements), ask each

group to prepare and play the second scene, called the Beginning of the story. This time,

the scene must show

Why the disaster happens or what caused it.

Why children, families, people, properties, livelihoods, structures like buildings,

schools and houses are affected by the disaster.


In turn, ask each group to present their play to the rest of the audience and shout

‘FREEZE’ and ‘ACTION’ to have the rest of the children guess the scene.




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to the reasons of disasters that were expressed by the groups and start the next part of

the activity.

The end of the story.

Following the same methodology and requirements (using only body movements), ask each

group to prepare and play the second scene, called the End of the story. This time, the

scene must show what people should do to reduce the risk of being affected by disasters.


In turn, ask each group to present their play to the rest of the audience and shout

‘FREEZE’ and ‘ACTION’ to have the rest of the children guess the scene.



to the risk reduction measures that were expressed by the groups. Ask the audience to

share their thoughts. Provide additional details if asked and conclude the session.

2. Group Activity: Slogan-cum-Poster making

Duration: 30 min.

In the same groups, ask the children to review their results obtained during the

community risk assessment activity (module 4, session 2) and the previous session of the

current module, during which they identified risk reduction measures.

Ask each group to create a slogan-cum-poster showing one or more appealing messages

and graphics on disaster risk reduction, in line with their respective review of the

previous sessions.

Give them 10 minutes for this task.

In turn, ask each group to place their creation on the wall or the board and present them

to the rest of the participants.

Thank all participants for their participation.

The aim of the poster creation exercise is to show that public awareness is one the key

measures which can be implemented for disaster risk reduction.

Public awareness refers to the systematic distribution of information about potential

hazards and threats and what people can do about them in order to encourage people to

protect their lives and properties.

In addition, public awareness can be carried out in different forms (print, audio-visual, role

play, drills etc.) depending on the culture and resources available.

You can also mention additional examples of public awareness mechanisms and activities

that were successfully conducted with children’s involvement (See Reference 5.2.1.).




3. Group Activity: Travelogue “Cutting the Space”.

Duration: 20 min.

Ask the children to form the same groups and have each of the group stand in a row. Each

row (or group) must stand one behind the other and stay close to one side of the room.

Make sure the space between the children and the opposite side of the room is long

enough (more than 10 meters) and free of objects that could impede the groups crossing

the room. If the room is not big enough or obstructing objects cannot easily be moved, do

this exercise in an outside location.

One at a time, ask each row of children to cross the space by simply walking towards the

other end of the room.

Next, ask the rows to walk back to where they started. This time, they must walk

according to the requirements or situations below:

1. You are models crossing the cat walk.

2. You are farmers crossing a plantation full of angry ants.

3. You are crossing the street and there is a strong typhoon.

4. You are crossing a heavy mud flow or strong river current.

5. The floor is very hot.

6. There is an oil spill on the floor.

7. There are tall cogon stalks covering your path.

8. Dark rooms and pins are scattered on the floor.

Repeat the movement until all situations have been simulated by all groups.

4. Discussion

Duration: 20 min.

After the exercise, ask the children to sit down and start the discussion on how they faced the

different obstacles. Link the discussion to the concepts and descriptions of psychosocial

support and other risk reduction measures explained below.

Psychosocial enhancement activities

During disaster situations, children are adversely affected emotionally. They suffer from stress

due to sudden disruption of their normal activities and the need to adapt to a changed reality.

Stress can be caused by both pleasant and unpleasant events. Stress can initially improve

performance but after a certain level and amount of time, functioning and health can become

negatively affected (distress). Signs of stress, whether emotional, physical or behavioral, are

normal but must be attended to because they can lead to physical and mental damage when

prolonged.

Coping is a normal reaction to abnormal circumstances and can be positive or negative

depending on several factors, which can be event-related, personal or recovery environment.




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Children belong to different age groups who have varying reactions to disasters (See Reference

5.2.2).

To ensure that children wellbeing is protected, their psychosocial needs must be carefully

addressed. Conduct of stress debriefing activities such as play sessions should also be among

the priority activities. One concrete example of this is the concept of Child Friendly Space

(CFS) being promoted by World Vision. CFS is an area where children and youth can come

from home and meet other children, learn some age-appropriate competencies that help them

deal with the risks they face, be involved in expressive and educational activities and relax in a

safe place, which is focused on them. It is both a protective environment and one that enables

children’s healthy physical, psychosocial, moral and spiritual development.

Other child friendly activities

Specific activities, such as damage, needs and capacity assessment (DNCA) and evacuation

management, can be carried out during the emergency phase.

There are also DRR activities that can be done during the rehabilitation phase and in which

children can actively participate. For example, they can embark on child friendly livelihood

activities for disaster recovery. You can also cite the experience of Buklod ng Kabataan, a

children’s group in Barangay Banaba San Mateo, Rizal, that was involved in a “cash for work”

program (see case study below). They have participated in cleaning their community and earn

income to support their needs in school and at home.

Ask the audience for questions and clarifications and wrap up the session by summarizing its

key points.

Case study: Buklod ng Kabataan as actors in emergency response

Typhoon Ketsana which hit the Philippines particularly the NCR and Southern Region of Luzon

and caused massive flooding in September 2009 did not spare the peri-urban community of

Banaba. Most of the residents sought refuge in their neighbors who have houses with 3rd floor

while others stayed on top of their roofs wet and without food for hours. Since Banaba is

traversed by two rivers, its people are undeniably vulnerable to floods. The heavy downpour

dumped by the strong typhoon caused a kind of flooding which caught everyone by surprise.

This being the case, a lot of them lost their houses (mostly made of light materials), belongings

and livelihoods. For children, schooling was interrupted since their school buildings were used

as evacuation center and most of them have lost their school materials due to the rampaging

waters.

Buklod ng Kabataan (Children Bonded Together), an organized children and youth group in

the community, assisted Buklod Tao (People Bonded Together), a people’s organization active

in DRR work in their emergency response efforts. Although they were victims themselves,

they exhibited selflessness to become of service to others. They particularly assisted in

repacking the donated food and non-food relief items to be distributed to the affected families

in the community. In preparation for the distribution, the BK members got the names of the

beneficiaries and made stubs for them to ensure system. During the actual distribution, they

also helped in securing an organized operation through guiding the people in their queues.

They were also fortunate to receive school supplies (i.e. bag, coupon bond, ballpen, crayons,




notebook, pad paper and envelope) from donors which they equally distributed for the

children in the community.

Apart from the activities in the relief distribution operation, they also engaged in cleaning the

community structures like the chapel. Furthermore, some of them assisted students and

faculty members from the University of the Philippines -College of Social Work and

Community Development (UP-CSWCD) in conducting Damage, Need and Capacity

Assessment (DNCA).

Legend of the picture

Case study: Engagement of Buklod ng

Kabataan (Children Bonded Together) in

Cash for Work Program

Almost four months after the massive flooding

due to Typhoon Ketsana, a livelihood assistance

program through cash work for the affected

families in the community of Banaba was

implemented. The implementers of the initiative

were Christian Aid, Socio-Pastoral Institute, and

COPE (Community Organization of the Philippine Enterprise Foundation, Inc.). The funding was

given by the SWISS Solidarity and HEKS. Buklod Tao (People Bonded Together), an active people’s

organization in the area, became the implementing partner. There were 20 Buklod ng Kabataan

(Children Bonded Together) members who were involved in the cash for work program. Ten (10)

children were tasked to clean in the morning while the remaining 10 have to clean in the

afternoon. This scheme was followed so that their classes will not be affected. Each child has an

assigned area for cleaning. They were asked to collect waste materials dumped in their

surroundings and segregate the bio from non-biodegradable. Their income from the program

enabled them to shoulder their needs in school (i.e. projects, snacks). Some of them even bought a

mobile phone from their earnings.




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Reference 5.2.1: Public awareness

Definition of public awareness

The process by which vulnerable populations understand the nature of hazards and their

potential for causing disasters.

A systematic distribution of information about potential hazards and threats and what people

can do about them in order to encourage people to protect their lives and property.

The process through which people living in hazard-prone areas come to realize and

understand that they live in areas of risks, know the specific dangers that they are exposed to

and the warnings that are issued, and know the appropriate actions to be taken to protect

their lives and minimize property damage.

Information and education successfully communicated on the effect of hazards to the

community and the necessary precautionary measures to undertake.

Objectives of Public Awareness

To increase the public’s knowledge about hazards and the consequences of their impact.

To increase knowledge about practical preparedness measures.

To inform the public about the warning system that will be employed and what they should do

when they experience it.

To increase knowledge on how to respond to an emergency situation.

To mobilize support for disaster risk reduction plans or response activities.

Elements of public awareness

The message

The means (posters, radio, calendars)

The audience

The intended result

Structure of public awareness

Long-term and repetitive approach

Consistent

Uses wide variety of methods and media

Aims at general and specific groups

Utilizes normal and accessible sources of information

Concentrates on high-priority hazards in vulnerable areas

Features of an effective public awareness programme

Ongoing process: Public awareness is an ongoing process, not simply a set of products such as

posters, brochures, etc.

Participatory: The target population are active participants in programme design and

implementation phases in partnership with individuals having the necessary technical skills.

Community-specific: The culture and the disaster history of the community should be

considered.

Hazard-specific: An assessment of specific hazards is the essential basis for developing a public

awareness programme.




Target population-specific: It must be based on the needs of specific group and offer

information essential to them.

Integral part of local warning and response system.

Example of channels and forms

Community meetings, house-to-house campaign

Posters, poster-making contest among school children

Plays, drama/skits, songs

Leaflets, brochures, comics, calendar, manuals, books

Radio programme, television features, tapes, CD

Earthquake safety day, disaster consciousness day/week/month

Photo exhibit, forum, public speeches

Press releases, letters to the editor, articles in printed media

Disaster management orientation, disaster preparedness training

Sources: ADPC, CBDRM Participants’ Workbook; CDP Training Handouts




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Case study: Buklod ng Kabataan (Children Bonded Together) as public awareness

actors, Philippines

To disseminate to a greater audience their advocacy on disaster risk reduction, the members of Buklod

ng Kabataan (Children Bonded), a core group of children aged 9-17 years old living in the flood prone

community of Banaba in San Mateo, Rizal developed different information, education and communication

(IEC) materials. These materials featured their valuable activities which are attuned to keeping their

dwelling environment safe from disaster risks particularly from floods and river bank erosion. Among

these IEC materials are newsletter, poster cum calendar and AVP (audio-visual presentation). It also

contained tips on what to do in case of disasters and poems that describe their aspirations for their

environment.

Furthermore, some of their initiatives were also featured in international publications. Among these

publications are the Participatory Learning Action 60 Community-Based Adaptation of the IIED and

Applications of DRR Tools: Sharing Asian Experiences of the Asian Disaster Reduction Center (ADRC),

Japan International Cooperation Agency (JICA) and Asian Disaster Reduction and Response Network

(ADRRN).

Reading centers were also set-up and managed by the children themselves to help in educating the

community members on the importance of disaster preparedness. These were established in the four

identified high risk zones. Coordination with national and international DRR agencies and practitioners

was made through e-mails and phone calls to gather IEC materials for the reading centers. Books,

posters, comics, brochure, AVP and kits with messages on environmental protection and DRR were

acquired from them which assisted the children to champion in their endeavor.

A theater group was also created among the members of Buklod ng Kabataan. Since the organization

endeavors to convey the importance of protecting the Mother Earth through disaster risk reduction

efforts, the children also utilized theater as their strategy for consciousness raising. In partnership with

the Philippine Educational Theater Association (PETA), they were trained for a week on basic theatrical

skills such as acting, dancing, and singing. Their presentation tackled their vulnerable situation in times of

disasters (i.e. flooding) and how they deal with it emphasizing the importance of collective action. The

activity also gave them an opportunity to enhance their values on leadership, creativity, cooperation,

discipline and self-initiative. As an output of the training, they came up with a 25-minute advocacy

presentation showcasing what can be done to reduce disaster risks.

From time to time, they are invited to perform in different occasions by individuals and institutions who

are concerned in disaster risk reduction work. It created an avenue for children to express their voices

towards the achievement of a safe and livable environment not only for them but also for the

succeeding generations. Through these showcases, they were able to challenge DRR practitioners from

various sectors to act in response to their vulnerable condition. Their performances also enabled them

to enhance their skills, overcome shyness and develop closer relationship with each other.

Source: MOVE Project Documentation, Center for Disaster Preparedness, 2009




Reference 5.2.2: Common reactions of children to disasters and

emergencies

Birth through 2 years old

They don’t have the words to describe the event or their feelings but they can retain

memories of particular sounds, sights or smells.

Maybe irritable, cry more than usual or want to be held and cuddled more.

Parents’ coping is the biggest influence.

When older, their play may involve acting out elements of the event that occurred and were

seemingly forgotten.

Three through six years (3-6)

Pre-school children often feel helpless and powerless in the face of an overwhelming event.

They lack the ability to protect themselves or others. As a result, they feel intense fear and

insecurity about being separated from parents/families.

They cannot grasp the concept of permanent loss.

In the following weeks, they may re-enact the traumatic event over and over again.

Seven through ten years (7-10)

They have the ability to understand permanent loss.

Some children become preoccupied with the details of the traumatic event and want to talk

about it continually; this can interfere with the child’s concentration at school and academic

performance may decline.

At school, they may hear inaccurate information from peers.

They may display a wide range of reactions - sadness, generalized fear, guilt over action or

inaction during the event, anger that the event was not prevented or have fantasies or role-

play as a rescuer.

Some children may regress – thumb-suck, bed-wet, cling, fear of sleeping alone or being

separated from parents.

Pre-adolescence to adolescence (11-18)

They may have developed a more sophisticated understanding of the event.

Their responses are more similar to adults.

They may become involved in dangerous, risk-taking behaviors, such as alcohol or drug use, or

being reckless.

Others may become fearful of leaving home and avoid previous levels of activities.

They view the world as more dangerous and unsafe.

May feel overwhelmed by intense emotions and yet feel unable to talk about them with other.





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MODULE 6 DISASTER RISK REDUCTION ACTION

Session 1: Disaster Risk Reduction

Action Planning

Objectives

Explain the essential steps involved in developing disaster risk reduction plan;

Make recommendations related to disaster risk reduction measures that will form part of

the community disaster risk reduction plan;

Develop a disaster risk reduction plan that caters to the needs of children, families and

community.

Feeling Outcomes

Children gain confidence and motivation in doing a disaster risk reduction plan.

Flow of Activities

Group Activity: Children’s DRR recommendations

Group Activity: Presentation of recommendations to an

adult audience

Materials Needed

Kraft / easel paper, Markers

Meta Cards, short bond paper size, assorted colors

Masking Tapes or blu tac

Sticker dots (1-peso coin size, 2 colors).


Children’s planning activity should not be as heavy and as technical as it would be for adults.

Use of learning approaches appropriate for children should be explored, especially in the

planning exercise.

Remind the persons assigned to documenting the processes, outputs and capture

comments, questions and suggestions during the activities and discussions.

If the community and/or school has an existing disaster risk reduction plan, try to obtain a

copy of it to show as an example during the activities.

References

Reference 6.1.1: Community disaster risk management Plan

Reference 6.1.2: Some useful reminders on community disaster management planning

Reference 6.1.3: Recommended contents of family survival kit

2h00

Key Concepts

Community Disaster Risk

Reduction Plan (CDRRP) is

the blue print, road map, or

guide in changing or

transforming an at-risk

community into a disaster

resilient community. The

CDRRP charts the course of

the community’s progression

towards safety, disaster

resilience and sustainable

development.




Process

1. Group Activity: Children’s DRR recommendations

Duration: 60 min.

Ask the children to look at the results they obtained with the child friendly tools used in

the community risk assessment session (module 4) and their vision of a resilient and safe

community (module 5, session 1). Tell them to form the same groups as during these

activities.

Each group must identify and recommend disaster risk reduction (DRR) measures or

actions that would contribute to the realization of the vision. Remind the groups to think

of and also include the actions they identified in the “Beginning-Middle-End” activity. They

should also recommend actions that cover everyday hazards.

Recommended DRR measures or actions must be written on the provided meta cards.

Tell them to write one action per card, using only big letters for better visibility. It is also

important to use the same color of meta card for actions related to the same type of

hazard. For example, all measures or actions related to flooding should be writte on meta

cards of the same color (e.g. blue). Similarly, all actions for everyday hazards will be on

cards of the same color (e.g. red).

Allow them 15 minutes for the preparation and cards writing.

Ask the groups to place their meta cards on the board or walls. The cards position must

be organised according to their colors and according to the following categories:

Before disaster.

During disasters.

After disasters.

Everyday hazards

Provide the groups with sticker dots of two colors and tell them to indicate which

recommendations is urgent and which is less urgent. This is done by sticking one dot on

each card accordng the classification below:

Green dots for urgent actions (to be done within 6 months)

Orange dots for less urgent actions (to be done within 1 year and beyond)

In turn, ask a volunteer from each group to read their cards and describe each

recommended measure or action. Ask them to add or delete cards.

Review the recommendations of all groups, make amendments and provide additional

details where necessary.

2. Group Activity: Presentation of recommendations to an adult audience

Duration: 60 min.

Using their outputs from the activity “I am…I have… I can…I will…” about resilience

(module 3, session 3), ask the children to prepare and practice a choral reading based

on…. They can use body movements, change formation, etc.




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Chose 2 volunteers who will be the presenters of all recommended DRR measures and

actions. Ask them to define and practice the best way to share the recommendations to

an audience composed of adults and community leaders. Ideally, they should present the

recommendations as a complete action plan covering all key phases of a disaster (before,

during and after). Help them in this task while the other children work on the choral.

Allow XX minutes for the preparation of the choral and the presentation.

Have the adult audience enter the room and ask the children to start their performance

in the following order (1 and 2 can be interchanged, if necessary):

1. Choral reading

2. Sharing of the Recommendations.

3. Responding to questions and clarifications.




Reference 6.1.1: Community Disaster Risk Management Plan

Community Risk Assessment unites the various segments and members of community in

understanding the disaster risk (hazards exposure, elements at risk and why they are at risk, local

resources and coping strategies).

A Community Disaster Management Plan (CDMP) communicates the commitment and action to

reduce these risks. The Plan is also the blue print, road map, or guide in changing or transforming

an at-risk community to become a disaster resilient community. The CDMP charts the course of

the community’s progression towards safety, disaster resilience and sustainable development.

The CDMP can also be referred to as the Community Risk Reduction Plan, Community

Preparedness and Mitigation Plan, Community Contingency Plan, Community Counter Disaster

Plan, or Community Development Plan.

Steps in formulating the Community Disaster Risk Management Plan (CDRMP)

1. Risk assessment (hazard vulnerability and capacity assessment) to define the community

problems to address.

2. Identify the objectives and targets of the CDRMP.

3. Identify the Disaster Risk Reduction measures for resolving the identified community

problems.

These include strategies and activities in the pre-emergency, emergency and post-disaster

phases.

4. Determine the resources needed for particular risk reduction measures, such as

manpower/labor, materials, money, etc.

5. Assign roles and responsibilities for activities during the various stages of plan

implementation (pre-emergency, emergency and post-disaster).

6. Determine schedules and deadlines for initiation and completion of the particular activities.

7. Lay down operational procedures and policies, including the basic principles and agreements

on operational procedures and the policies to guide disaster management committees and

community members.

8. Determine critical elements or obstacles in the plan implementation, such as failure/delay of

the project or part of the project, and the identify ways to address these issues

9. Discuss with community members and other stakeholders to draw more

participant/supporters into the implementation of the CDRMP. Discussions also include

periodic review of the plan for improvements and adjustments.

10. Continued progress in ensuring public safety, building community resilience and attaining

sustainable development.




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Reference 6.1.2: Some useful reminders on community disaster

management planning

1. Plans must be clear. Aims must be positive, clear and precise

2. Plans must be flexible. Events will seldom go exactly as anticipated; planning data and

assumptions will never be absolutely correct.

3. Ensure there is an effective management information system. Good information is fundamental to

sound planning and effective response.

4. Continuity in management is essential. Wherever possible adhere to the existing organizational

infrastructure.

5. Make maximum use of all resource. Planning is a cooperative effort.

6. Plan in packets. Think in round numbers or “ball park figures”.

7. Create and maintain reserves. If the inventory of resources precisely matches the anticipated

workload, there will not be enough. Always create and maintain reserves for the unexpected.

8. Coordinate at all levels and at all stages.

9. Train and practice regularly, not just once. Practice plans to identify and correct weaknesses in

them.

10. Validate and evaluate. The lessons which have been learned can be applied in future plans.

Sources:

- CDP Training Handouts

- Asian Disaster Preparedness Center, Community Based Disaster Risk Management – 11 Course

Hand-outs, July 18 – August 1, 2003, Bangkok, Thailand

- AUDMP-ADPC, Project Completion Report of the Cambodia Community Based Flood Mitigation and

Preparedness Project

- Integrating Disaster Risk Management in Local Governance: Facilitators’ Guidebook and Sourcebook

Barangay Disaster Management Training Workshop the Philippine Experience. UNDP, 2006.

Reference 6.1.3: Recommended Contents of Family Survival Kit

The recommended Family Survival Kit includes the following:

• Three-day supply of non-perishable food

• Three-day supply of drinking water

• Portable radio with extra batteries

• Flashlight with extra batteries

• First aid kit

• Whistle

• Sanitation and hygiene items

• Extra clothing

• Cash

• Eating and cooking utensils (cup, knife)




• Photocopies of vital documents, photographs and put them in a well-sealed plastic bags or

containers

• Special-needs items such as medicines (especially those needed for chronic diseases like

diabetes, hypertension and tuberculosis)

• Clothesline

• Mosquito net

• Disposable lighter

• Other items to meet your family’s unique needs

Important!

- Put all items in a sturdy bag and keep in a well-appointed, cool dry place.

- Throw out any canned goods that have become swollen, dented or corroded.

- Change stored food and water supply every six months. Write the date on the goods when

you stored them.

- Rethink your needs every year and update your kit as your family needs change.

- Keep all items in air-tight plastic bags.





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MODULE 7 CLOSING ACTIVITIES

Closing Activities

Objectives

Review the key information that was learned during the training;

Articulate personal commitment and/or concrete action to disaster risk reduction;

Evaluate the conduct and effectiveness of the training.

Feeling Outcomes

Self-confidence in the ability to share ideas for community and family preparedness to disasters

and raise commitment among other children and young people.

Motivation for promoting the culture of safety and community resilience towards the

achievement of wellbeing.

Flow of Activities

1. Discussion

2. Group Activity: The paper boat

Materials Needed

Paper cut outs posted during session 3 of module 2

Paper cutouts (bulbs, thought balloons)

Pencils

Nylon string

Big stainless paper clips

Masking tape

Paper boat

Backpacks/duffel bags used in Module 5

Certificates for distribution



1h30




Process

1. Discussion

Duration: 30 min.

Summarize all modules conducted during the whole training, emphasizing on the key concepts

on disaster risk reduction and the responsibilities of children, families and community in

creating a safe and nurturing environment vital for their wellbeing. For this you, may prepare a

PowerPoint presentation or use drawings and written statements on meta cards and colored

papers.

2. Group Activity: The paper boat

Duration: 60 min.

Ask the children to form a big circle and sit down and distribute to each of them one

paper cut out in the shape of a bulb and one cut out in the shape of a thought balloon.

With the provided pencils, instruct the children to write the following information on the

cut outs:

Bulb: The most important thing I learned from the training.

Thought Balloon: Concrete action(s) that I would do to help my family and

community prepare for disasters.

Give them 5 minutes to write their answers.

When the children have finished completed their cut outs, introduce the paper boat,

which you have just placed it in the middle of the circle. Ask them to recall the use of

boat in their previous bible reflections, specifically during the time of Noah.

As the boat symbolizes protection, salvation and compassion to Noah and his family,

explain that the paper boat does also symbolize the same positive outlook in life. It will

emblematically serve as a vessel for the new discoveries, learning, plans and experiences

gained/inspired through the training. However, the paper boat is empty at this time; it

needs its precious cargoes to continue its journey. Ask the group what to do. Hopefully,

someone would suggest putting the paper cut outs inside the boat.

Ask each participant to get their paper cut outs from session 3 of module 2, which they

have posted on the wall.

Using paper clips and a nylon string as rappelling line to the boat, have each child clip

together his paper cut out, bulb and thought balloon on the nylon string. Before releasing

his or her line, ask each of them to say a short reflection on his or her experience,

discovery, learning or personal development from the training. Repeat the process until all

children have shared their reflections and attached their lines to the boat.

Ask the children if they have questions.

Distribute the certificates of participation and give them a big round of applause. End the

training with a prayer and a community song.

Child Focused Disaster Risk Reduction Modules for Children

Training Guide

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Child-Focused Disaster Risk Reduction

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