Training guide
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Child Focused
Disaster Risk Reduction
Modules for Children
CF DRR Modules for Children 1
Child Focused Disaster Risk Reduction
Modules for Children
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
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Child Focused Disaster Risk Reduction
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
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Child Focused Disaster Risk Reduction
Modules for Children
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.
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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
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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.
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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
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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?
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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.
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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.
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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
14 CF DRR Modules for Children
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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,
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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”.
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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.
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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.
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Tips to Facilitators
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?
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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
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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
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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
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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.
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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
Average per event 436 101058 23617
Tsunami 1 32 - -
Average per event 32 - -
Epidemic Unspecified 1 1 664 -
Average per event 1 664 -
Bacterial Infectious Diseases 3 43 327 -
Average per event 14 109 -
Parasitic Infectious Diseases 1 50 666 -
Average per event 50 666 -
Viral Infectious Diseases 8 366 13073 -
Average per event 46 1634 -
Flood Unspecified 33 1440 7680373 351857
Average per event 44 232739 10662
Flash flood 26 997 3505754 782929
Average per event 38 134837 30113
General flood 33 419 3351388 92868
Average per event 13 101557 2814
Storm surge/coastal flood 11 149 125931 2617
Average per event 14 11448 238
Insect infestation Unspecified 2 - 200 925
Average per event - 100 463
Mass movement dry Landslide 2 311 - -
Average per event 156 - -
Rockfall 1 50 - -
Average per event 50 - -
Mass movement wet Avalanche 1 6 1200 -
Average per event 6 1200 -
Landslide 24 2044 312596 33281
Average per event 85 13025 1387
Subsidence 1 287 2838 -
Average per event 287 2838 -
Storm Unspecified 27 902 5388887 122666
Average per event 33 199588 4543
Local storm 4 9 24704 5
Average per event 2.3 6176 1.3
Tropical cyclone 252 36271 101942526 6291972
Average per event 144 404534 24968
Volcano Volcanic eruption 22 2996 1686815 231961
Average per event 136 76674 10544
Wildfire Forest fire 1 2 300 -
Average per event 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.
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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.
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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
Visual aid: LCD projector and screen
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).
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Tips to Facilitators
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?
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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
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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.”
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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.
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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
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- 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.
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R
efe
ren
ce 1
.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
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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
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
Tips to Facilitators
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.
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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.
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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
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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
Tips to Facilitators
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.
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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?
Answers can include:
64 CF DRR Modules for Children
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- Flood
- Landslide
- Death of people
Destruction of farmlands, houses Forest fire
What causes forest fires?
What would happen if a whole forest disappears?
Answers can include:
- 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?
Answers can include:
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
Laptop for PowerPoint presentation
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.
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Tips to Facilitators
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.)
Correct answer: False
4) True or False: Ang kidlat at matinding init ay hindi mga panganib.
(Lighting and extreme heat are not hazards.)
Correct answer: False
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.)
Correct answer: False
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.
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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
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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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MODULE 3 UNDERSTANDING DISASTERS, DISASTER RISK MANAGEMENT AND RESILIENCE
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
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
Tips to Facilitators
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.
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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!
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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
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• 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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MODULE 3 UNDERSTANDING DISASTERS, DISASTER RISK MANAGEMENT AND RESILIENCE
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)
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
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).
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Tips to Facilitators
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:
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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
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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
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
Tips to Facilitators
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.
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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
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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).
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- 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
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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
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
Tips to Facilitators
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.
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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
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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.
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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.
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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.
5. Make sure that someone records the comments of each child.
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.
6. Make sure that someone records the comments of each child.
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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.
3. Make sure that someone records the comments of each child.
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.
3. Make sure that someone records the comments of each child.
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.
3. Make sure that someone records the comments of each child.
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
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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.
3. Make sure that someone records the comments of each child.
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.
3. Make sure that someone records the comments of each child.
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.
3. Allow them to report their work after everyone has finished.
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.
4. Make sure that someone records the comments of each participant.
5. Summarize by pointing out the crucial organizations and those that can be tapped
for various purposes by the children.
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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.
2. Allow them to report their work after everyone has finished.
3. Make sure that someone records the comments of each participant.
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
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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
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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
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
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.
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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.
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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
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
Tips to Facilitators
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.
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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.
Give them 2 minutes for the preparation and practice.
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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Thank the performing group.
After all plays have been performed, briefly summarize the most significant aspects related
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.
Give them 2 minutes for the preparation and practice.
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.
Thank the performing group.
After all plays have been performed, briefly summarize the most significant aspects related
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.).
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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,
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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.
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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
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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.
Source: Psychosocial Support and Children’s Rights Resource Center, 2010
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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).
Tips to Facilitators
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.
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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.
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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)
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• 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.
Source: Psychosocial Support and Children’s Rights Resource Center, 2010
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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
Visual aid: LCD projector and screen
Laptop for PowerPoint presentation
1h30
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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.