Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review

How researchers can translate health evidence into books for children

The health promotion literature that considers how scientific evidence can be effectively communicated tends to focus on evaluating the effectiveness of communication materials. This has resulted in a knowledge gap regarding effective knowledge translation processes. This study explores the process, reasoning and practices for developing books for children that incorporate evidence-based information to aid understanding of scientific evidence about health and environmental or natural disasters. This study is informed by a systematic review of the literature combined with responses to an email interview with authors of books for children. Nine published studies were included in the systematic review. Twenty-two authors responded to the email survey (25% response rate, following 86 invitations). We report seven key findings to guide the development of health-promoting books for children: (i) understand the needs and expectations of the audience, (ii) articulate the topic and research evidence, (iii) assemble a team with a mix of content knowledge and creative expertise, (iv) format should be chosen to suit the user group and guided by the creative team, (v) early testing with children and their support system is crucial, (vi) develop a dissemination strategy to reach the user group and (vii) engage in reflexivity through evaluation of effectiveness of messaging. The current investigation can guide the process, reasoning and practice of developing books for children that incorporate evidence about health and environmental disasters.

Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being

Teachers play a pivotal role, both as educators and community leaders at the heart of any communities. This study seeks to address: "How do community-based interventions influence teacher resilience and well-being in the context of disaster education, and consequently, how does this affect overall community resilience?" Employing the rigorous PRISMA systematic review approach, we examined relevant studies, emphasizing the relationship between teacher resilience, well-being, and the efficacy of community-based disaster education interventions. 47 studies met the specific inclusion criteria and were included in in-depth analysis. This study identified a set of key interventions that have demonstrably boosted teacher resilience and well-being. There was a discernible positive relationship between teacher resilience and the effectiveness of community disaster education initiatives. The relationship between teacher resilience, their well-being, and effective community-based disaster education interventions is intricate and multifaceted. Enhanced teacher resilience contributes substantially to the success of disaster education programs. The interplay between teacher and community resilience emerged as a complex, symbiotic relationship, with teacher well-being acting as a cornerstone for effective community-based interventions. Reinforcing teacher resilience and well-being is integral to the success of community-based disaster education initiatives. Ensuring their well-being not only enhances educational outcomes but also fortifies community resilience. Teachers play a pivotal role in not only educating the younger generation but also in enhancing community resilience. Thus, any strategy aimed at supporting community resilience must integrate comprehensive measures to ensure the well-being and resilience of teachers. This nexus between education and community resilience emphasizes the necessity for integrated, holistic, and community-centric approaches to disaster management.

Does the eight-factor "power to live" in disaster exist since childhood?

Background

Studies on the survivors of the 2011 Great East Japan earthquake and tsunami have revealed eight factors, called power to live, which are closely related to resilience and effective coping after intense and prolonged stress. However, whether the eight factors, which were examined in adults, are applicable to children is unclear. The purpose of this study is to evaluate whether the eight-factor structure of power to live was present since late childhood.

Method

A 34-item power to live questionnaire was filled by middle- to upper-grade elementary (n = 378) and junior high school students (n = 456). Moreover, because elementary school students may lack introspective ability, their power to live was evaluated through a parental assessment (n = 358). Additionally, we examined the relationship between each power to live factor and questions regarding disaster prevention awareness among 25 elementary school students.

Results

The results from confirmatory factor analysis for factor structure revealed generally acceptable fit indices. The reports from elementary school students and their parents significantly positively correlated with each power to live factor. Although reliability indices for factors such as stubbornness, etiquette, self-transcendence, and active well-being were not good for elementary school students, the reliability indices for all factors, excluding stubbornness, increased in junior high school students. Moreover, we identified a correlation between problem-solving, altruism, and emotional regulation and questionnaire items regarding awareness of disaster prevention in elementary school students.

Conclusion

Our results suggest that although factors common to adults, such as leadership, problem-solving, altruism, and emotional regulation, were identified at the elementary school stage, some factors, such as stubbornness, are in the process of being formed. Future studies should examine the developmental changes assumed to underlie these factors and their relationship to experience and neurodevelopmental basis.

Bushfire Smoke and Children's Health-Exploring a Communication Gap

The "Black Summer" bushfires of 2019/2020 in Australia generated smoke that persisted for over three months, mainly affecting Eastern Australia. Most communication strategies focused on the fire itself, revealing a knowledge gap in effective communication of the impact of bushfire smoke on health, especially for children and those living in non-English speaking minority groups. To address this, semi-structured qualitative interviews were undertaken with sixteen adults with caring (n = 11) or educational (n = 5) responsibilities for primary-school aged children (5-12 years, with some also having children up to 16 years) who had direct experience of the "Black Summer" bushfires. Overall, 43% (n = 7) of the sample spoke English as a first language, 25% (n = 4) spoke Turkish, with the remainder speaking Persian, Arabic, and Spanish. Thematic inductive qualitative content analysis revealed predominant themes of the role of parents and caregivers as conduits and curators of information. Air quality apps were the most common source of information. Language barriers and the lack of child-friendly methods of communication were highlighted as particular challenges. This qualitative study provides evidence for future development of communication strategies to better serve culturally and linguistically diverse individuals and the children in their care.

Community Disaster Resilience and Risk Perception in Earthquake-Stricken Areas of China

OBJECTIVE

The purpose of this study is to further deepen our understanding of the relationship between community resilience and disaster risk perception of residents, so as to provide beneficial enlightenment for the construction of community resilience disaster prevention system and disaster risk management.

METHODS

This study surveyed 327 rural households in four counties of Sichuan Province, China, that were affected by the Wenchuan and Lushan earthquakes. Community disaster resilience was divided into five dimensions: connection and caring, resources, transformative potential, disaster management, and information and communication. Residents' disaster risk perception was divided into three dimensions: possibility, threat, and worry. This study analyzed the characteristics of community disaster resilience and residents' disaster risk perceptions. Ordinary least squares (OLS) methods were used to explore the correlations between these factors.

RESULTS

The results show that (1) Residents' overall disaster risk perception was at a moderate level, and the community's overall disaster resilience were above the moderate level. (2) Community connection and caring has a positive significant correlation with the possibility perception of disaster occurrence; transformative potential has a negative significant correlation with the possibility perception of disaster occurrence; the overall community disaster resilience has negative significant correlations with the possibility and the overall residents' perception of disaster risk occurrence.

CONCLUSIONS

The implication for the local government is that the government should appropriately increase its contact with external institutions/organizations, especially some Non-Governmental Organization, to strengthen the resilience and disaster prevention capacity of the community. Establish and improve information and communication networks to ensure the timely and effective transmission of effective disaster information, and strengthen the supervision of the dissemination of false information to reduce the losses caused by false information to residents. Attention should be paid to psychological counseling for people in disaster-hit areas to reduce the psychological trauma of the disaster.

Should We Focus More on Teaching and Training Disaster Management in Health-care Colleges? An Insight into the Students' Knowledge, Attitude, and Readiness to Practice

Background

The critical aspects of risk management for students are providing knowledge, building positive attitudes, and readiness to practice. Our study aimed to assess Chinese health-care university students' knowledge (K), attitude (A), and readiness to practice (rP) regarding disaster medicine and preparedness.

Materials and Methods

A survey was carried out using a self-administered disaster medicine and preparedness questionnaire. Three main outcome measures were K (22 items), A (16 items), and rP (11 items). Responses were scored and classified as high, moderate, and low. Descriptive and inferential statistics were performed for data analysis.

Results

A total of 769 valid questionnaires were collected. The associations between K, A, and rP scores was significant, i.e., K-A scores (r = 0.449, P = 0.000), K-rP scores (r = 0.312, P = 0.000), and A-rP scores (r = 0.656, P = 0.000). Multiple linear regression analysis indicated direct low-to-moderate effects of gender, age, attitude, and knowledge on readiness to practice (R ² = 0.198; P < 0.001).

Conclusions

The study discovered that most of the students had a moderate level of knowledge, moderate level of attitude, high level of readiness to practice, and a moderate level of total KArP. K, A, and rP were significantly correlated, and K and A were predictors for rP among the health-care students. The findings indicate the importance of health-care colleges for building students' knowledge, attitudes, and readiness to practice disaster medicine and preparedness before joining the profession.

Psychological Interventions for Children Experiencing PTSD After Exposure to a Natural Disaster: A Scoping Review

Exposure to a natural disaster can have a myriad of significant and adverse psychological consequences. Children have been identified as a particularly vulnerable population being uniquely susceptible to post-disaster psychological morbidity, including post-traumatic stress disorder (PTSD). Without effective intervention, the impact of natural disasters on children's developmental trajectory can be detrimental, however, research is yet to find evidence to definitively establish the comparative efficacy or unequivocal superiority of any specific psychological intervention. A scoping review was undertaken according to the Preferred Reporting Items extension for Scoping Reviews Guidelines (PRISMA-ScR), to evaluate the current research regarding psychological interventions for children (below 18 years of age) experiencing PTSD after exposure to natural disasters, a single incident trauma. Fifteen studies involving 1337 children were included in the review. Overall, psychological interventions, irrespective of type, were associated with statistically significant and sustained reductions in PTSD symptomatology across all symptom clusters. However, whilst evidence supported the general efficacy of psychological interventions in this population, the majority of studies were considered retrospective field research designed in response to the urgent need for clinical service in the aftermath of a natural disaster. Consequently, studies were largely limited by environmental and resource constraints and marked by methodological flaws resulting in diverse and highly heterogeneous data. As such, definitive conclusions regarding the treatment efficacy of specific psychological interventions, and furthermore their ameliorative contributions constituting the necessary mechanisms of change remains largely speculative. As natural disasters can have a catastrophic impact on human lives, establishing levels of evidence for the efficacy of different psychological interventions for children represents a global public health priority.

The influence of natural disasters on violence, mental health, food insecurity, and stunting in the Philippines: Findings from a nationally representative cohort

Background

Climate change is leading to an increased number of natural disasters. Children from low- and middle-income countries are disproportionately affected. The impacts of exposure to multiple natural disasters on the development of children are not well understood. The Philippines had 6.5 million people affected by natural disasters in 2018 and is therefore an ideal country in which to study the cumulative effects of natural disasters on human development.

Methods

We used wave 1 (2016–17) of the Longitudinal Cohort Study on the Filipino Child, a nationally representative cohort study of 4952 10-year-old children, to examine the impact of natural disasters. For caregivers, we examined mental health, family violence, and food insecurity. For children, we examined exposure to violence and stunting. We used random effects models to estimate the associations between natural disasters and children's development outcomes and caregivers' outcomes, after adjusting for neighbourhood, demographic, and geographic variables. Disaster exposure was measured using caregiver-reported measures of cumulative exposure and cumulative impact of disasters, average neighbourhood reports and data linked from the International Disaster Database (EM-DAT), an independent measure of community exposure to disaster.

Findings

We found that experiencing natural disasters, as measured by neighbourhood reports, was associated with higher levels of family violence in the previous 12 months, parenting stress, children witnessing physical violence, physical abuse of children, stunting in children, and greater food insecurity. Associations with individual self-reported exposure showed was similar. Associations with natural disasters measured using EM-DAT data showed a similar pattern: exposure to greater numbers of natural disasters was associated with higher levels of family violence, physical abuse of children, stunting in children, and food insecurity. Impacts of disasters was associated with higher levels of family violence, depression and food insecurity.

Interpretation

This is the first national study to document that cumulative measures of natural disasters had small, but wide-ranging, impacts on children and their caregivers. Further research is needed to identify factors that will protect populations who are at risk of high levels of natural disasters to ensure the optimal development of children.

Funding

The Philippines Project, The Australian National University.

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The implications of multiple natural disasters for child development are not well understood.

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First national study on the impact of multiple natural disasters on children.

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More natural disasters associated with child physical abuse and family violence.

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Exposure to a greater number of natural disasters associated with stunting and food insecurity.

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More natural disasters led to worse caregivers' depression and stress.

The Role of Social Determinants in Mental Health and Resilience After Disasters: Implications for Public Health Policy and Practice

In this general literature review, we will explore the impacts and contribution of social determinants to mental health and resiliency following both natural and man-made disasters. Natural disasters, such as wildfires, earthquakes, tsunamis, and hurricanes, as well as man-made disasters, such as civil wars, have been known to inflict significant damage to the mental health of the victims. In this paper, we mainly explore some most studied vulnerability and protective social determinant factors such as gender, age, ethnicity, socials support and socioeconomic status for the mental health and resiliency in survivors of such disasters. Several other possible factors such as previous trauma, childhood abuse, family psychiatric history, and subsequent life stress that were explored by some studies were also discussed. We conducted a literature search in major scientific databases, using keywords such as: mental health, social determinants, disasters, wildfires, earthquakes, terrorist attacks, and resilience. We discuss the implications for public health policy and practice.

Effective Disaster Measures for Cambodia: Implications from Focus Group Interview with Potential Young Professionals in Cambodia

Cambodia suffers from natural disasters despite rapid economic growth. This study diagnosed the current problems of Cambodia's disaster prevention and preparedness, and found more effective disaster measures through two focus group interviews. Participants are potential young professionals studying in Korea as an international graduate student and have been involved in disaster-related activities in Cambodia. Three major disaster measures have been proposed here. First, the effectiveness of government policy should be improved. To implement the current policy realistically and effectively, we need to secure budgets, support technology development, and expand formal education and training. Second, the private sector should cooperate with civil society to provide better support to the community through corporate social responsibility activities. Specifically, non-governmental organizations should strengthen training and monitoring. As a current important issue, hydropower plants must preserve environmental values according to careful planning. Finally, community-based activities must be actively conducted (e.g., active tree planting and differentiated disaster response training by gender or level). The study would serve as preliminary data to support the Cambodian disaster management plan in the future.

Preparing children for climate-related disasters

Climate-related disasters affect different dimensions of children's health and well-being both directly and indirectly. Reducing children's vulnerability and exposure to climate-related disasters is crucial to protect them against risks. Children as climate-change agents and future leaders at local, national and international level can obviously contribute to reduce vulnerabilities in families and communities and transfer knowledge to them. Moreover, children can advocate for climate change mitigation. In the long term, participation of children in the climate change mitigation programmes may lead to fewer disasters and, consequently, less risk to their health. As government policies have failed to fully address and respond to the drivers of climate-related disasters, disasters preparedness and education for children should be considered an essential activity to protect children from disaster's risks. Main factors in shaping children's behaviour and response to disaster are increasing the risk perception and knowledge of the children. When a child perceived likelihood, susceptibility and severity of a disaster (such as earthquake), then they would be able and willing to learn how to prepare for that. So far, disaster education programmes for children have mostly relied on offline school-based training. Different innovative approaches can be applied to continue education within online and digital formats including virtual reality, digital games and online platforms. However, an advocacy support by influential entities such as companies engaged in entertainment industry is required to raise the awareness of public and particularly the children about disaster preparedness.

Children facing natural, economic and public health crisis in Europe: The risks of a predictable unpredictability

This opening article for the volume dedicated to the diversity of paediatric healthcare systems in Europe, discusses the topic of children facing natural, economic, and public health crises in Europe. The natural and economic adversities and public health crises, which have repeatedly stormed the globe during the past twenty years, have often unveiled a low degree of self-sufficiency and a high degree of unpreparedness by European countries. It is always the case that the most vulnerable take the brunt, and these adverse events have shown their effects and a negative direct impact particularly on the population aged 0–18 years, with important implications for families and communities. The article discusses a rational approach to properly confront future public health emergencies and crises in general. The authors stress the concept that such approaches should be built on past negative experiences, in order to explore, identify, and make clear which are the priorities governing the disaster management activities at all levels in this population group. The authors conclude that safeguarding the health of children could be effectively accomplished by developing adequate, shared emergency management strategies. Improving pediatric preparedness approaches with the use of emergency measures and ongoing collaboration will facilitate a better and more efficient response, able to effectively care for the needs of children in actual crises.

How Have COVID-19 Isolation Policies Affected Young People's Mental Health? - Evidence From Chinese College Students

The breakout of COVID-19 has brought about huge influence on people’s physic and mental health. This paper aims to investigate the mental health status of young people living in isolation due to the policy response to Coronavirus disease. Nine hundred ninety-two Chinese college students (Mage = 19.45, SD = 1.41) were recruited to finish an online survey in the period of self-isolation. Seven dimensions of psychological well-being were measured, including mental status, knowledge of stress management, behavioral patterns, risk perception, academic stress, family relationships, and peer relationships. Results of cluster analysis indicated that young individuals’ mental status can be divided into three groups: high-risk (n = 61, Mage = 19.26, SD = 1.32), medium-risk (n = 627, Mage = 19.43, SD = 1.38), and low-risk (n = 304, Mage = 19.54, SD = 1.49). Moreover, results of multiple regression showed that the isolation policy has had a complex influence on the symptoms of obsessive-compulsive disorder [F(12, 979) = 44.894, p < 0.001], fear [F(12, 979) = 30.776, p < 0.001], hypochondria [F(12, 979) = 22.530, p < 0.001], depression [F(12, 979) = 39.022, p < 0.001], and neurasthenia [F(12, 979) = 45.735, p < 0.001] via various factors. This paper also proposes a six-step intervention strategy to alleviate young people’s psychological problems while in isolation. It provides practical insights into the psychological interventions in face of the global threat.

Impact of Extreme Weather Events on Sub-Saharan African Child and Adolescent Mental Health: A Protocol for a Systematic Review

Sub-Saharan Africa (SSA) has been identified by the Intergovernmental Panel on Climate Change (IPCC) as being the most vulnerable region to climate change impacts. A major concern is the increase in extreme weather events (EWE) such as storms, floods, droughts, heatwaves, wildfires, and landslides in SSA and their potential to affect the health and well-being of children and adolescents. The objective of this systematic review is to examine the direct and indirect impacts of EWE on the mental health of children and adolescents living in SSA, in order to inform protective adaptation strategies and promote resilience. A meta-analysis will not be possible, since the assumption is that limited studies have been published on the EWE-associated mental health impacts on children and adolescents living in SSA and that those studies that are available are heterogenous. There is acknowledgement in the global literature of the need to highlight child and adolescent mental health more prominently in climate change health strategies and policies. It is vital that adaptation strategies are informed by research on risk prevention and promotion of resilience to ensure the mental health of children and adolescents is protected.

Factors affecting home-based disaster preparedness among school-aged children's parents: A cross-sectional study

This study aimed to identify the factors affecting home-based disaster preparedness among Korean parents of school-aged children, based on an ecological model. A descriptive study was conducted involving 233 parents with school-aged children, using an online survey questionnaire. Parents' home-based disaster preparedness scores were classified into four groups: not prepared (36.5%), minimally prepared (38.2%), better prepared (17.6%), and most prepared (7.7%). Home-based disaster preparedness predictors corresponded to occupation and disaster-related knowledge in Model I, parents who had received disaster education in Model II, and age and participation in disaster education for parents and children together in Model III. The findings indicate that home-based disaster preparedness in Korea is inadequate. Therefore, it is necessary to develop and provide disaster-related education programs that consider each population group's needs and disaster preparedness level. Additionally, it is important to form networks for sharing the latest disaster-related information both inside and outside the family to maintain and manage disaster preparedness at home.

Preparation, roles, and responsibilities of Filipino occupational therapists in disaster preparedness, response, and recovery

PURPOSE

Despite the increasing number of literature that identifies the roles of various rehabilitation professionals in disaster-related work, there is still limited evidence that examines how these professionals prepare for and function in the various phases of disasters. This study describes the roles and responsibilities practiced by Filipino occupational therapists in disaster preparedness, response, and recovery. The study also describes the preparations undertaken for the therapists to assume these roles.

MATERIALS AND METHODS

A survey was conducted among licensed occupational therapists with prior experiences in disaster response. The survey consisted of 23 items - seven were related to preparedness, ten to disaster response, and six to the recovery phase. The participants were asked to indicate their degree of involvement in specific roles and responsibilities using a 5-point Likert scale. The questionnaire also explored their personal preparation for disaster-related work.

RESULTS

The participants were mostly engaged in roles related to the recovery phase, followed by the response phase, and were least engaged in the preparedness phase. The roles most frequently performed include: encourage connectedness and social interactions among survivors (recovery); provide supportive mental health services to survivors and their families (response); and attend trainings in disaster response to be part of a response team (preparedness). The majority of the participants received training in mental health responses and orientation prior to deployment. They identified the need to gain additional knowledge on emergency response and the effects of human displacement in disaster situations.

CONCLUSIONS

Given additional training and orientation, occupational therapists are able to perform various roles and responsibilities in the different phases of disasters. They can serve as additional resources for government and non-government organizations to address the needs of vulnerable populations in disasters. The study results could inform professional organizations on how rehabilitation professionals could be further trained to address disaster-related concerns.IMPLICATIONS FOR REHABILITATIONWith additional orientation and training, occupational therapists could serve as an important health human resource especially in providing mental health services to people with special needs in disasters.There is a need to intentionally integrate disaster preparedness in the scope of practice of rehabilitation professionals to prepare people with special needs for disasters.Additional knowledge and skills in humanitarian action need to be integrated with clinical expertise to benefit government and non-government disaster management activities.

Children and natural disasters

The number of children affected by natural disasters each year is alarmingly high and can be expected to rise as climate change continues. The mental consequences have been documented not only in the rates of post-traumatic stress symptoms and post-traumatic stress disorder, but also for depression and other mental health problems. To contribute towards the knowledge in this area, this special issue of the European Journal of Psychotraumatology focuses on how children can be prepared for natural disasters and the mental health aspects of such events. It includes articles on communicating risks to children, involving children in disaster risk reduction, and the mental health consequences for children from an earthquake, a volcanic eruption, a flood and a hurricane. In this special issue specifically focusing on children and natural disasters, we hope to enhance our understanding of some of the complex pathways and pave the way for improving our interventions.

The Promotion of 'Grab Bags' as a Disaster Risk Reduction Strategy

INTRODUCTION

An all-of-society approach to disaster risk reduction emphasizes inclusion and engagement in preparedness activities. A common recommendation is to promote household preparedness through the preparation of a 'grab bag' or 'disaster kit', that can be used to shelter-in-place or evacuate. However, there are knowledge gaps related to how this strategy is being used around the world as a disaster risk reduction strategy, and what evidence there is to support recommendations.

METHODS

In this paper, we present an exploratory study undertaken to provide insight into how grab bag guidelines are used to promote preparedness in Canada, China, England, Japan, and Scotland, and supplemented by a literature review to understand existing evidence for this strategy.

RESULTS

There are gaps in the literature regarding evidence on grab bag effectiveness. We also found variations in how grab bag guidelines are promoted across the five case studies.

DISCUSSION

 While there are clearly common items recommended for household grab bags (such as water and first aid kits), there are gaps in the literature regarding: 1) the evidence base to inform guidelines; 2) uptake of guidelines; and 3) to what extent grab bags reduce demands on essential services and improve disaster resilience.

Communicating with children and adolescents about the risk of natural disasters

A vast number of people annually are affected by natural disasters. Children are at risk of losing their lives and suffer mentally or physically after such events. The fostering of resilience and preparedness ahead of disasters can reduce untoward effects of disastrous events. Risk communication and disaster education are considered important aspects of disaster preparedness, but little is known about whether such strategies influence children's behaviour when natural disasters occur or how they cope in the aftermath. This paper presents and discusses various strategies that promote preparedness activities to save lives. To a minor extent, it also includes strategies that can promote coping in the aftermath. Strategies such as informational campaigns, educational activities, psychoeducation and parental guidance are addressed. The literature to date indicates that schools are a suitable arena for risk communication, and that adolescents themselves should be involved and engaged in the communication strategies. However, the relationship between knowledge of preparedness strategies and the resulting preparedness actions is largely unknown. It is unknown whether changes in awareness and attitudes have resulted in actual behaviour change. It is advocated that preparedness activities and parental involvement should supplement information-based strategies.

Public Disaster Communication and Child and Family Disaster Mental Health: a Review of Theoretical Frameworks and Empirical Evidence

Children have been identified as particularly vulnerable to psychological and behavioral difficulties following disaster. Public child and family disaster communication is one public health tool that can be utilized to promote coping/resilience and ameliorate maladaptive child reactions following an event. We conducted a review of the public disaster communication literature and identified three main functions of child and family disaster communication: fostering preparedness, providing psychoeducation, and conducting outreach. Our review also indicates that schools are a promising system for child and family disaster communication. We complete our review with three conclusions. First, theoretically, there appears to be a great opportunity for public disaster communication focused on child disaster reactions. Second, empirical research assessing the effects of public child and family disaster communication is essentially nonexistent. Third, despite the lack of empirical evidence in this area, there is opportunity for public child and family disaster communication efforts that address new domains.

Disaster Risk Education of Final Year High School Students Requires a Partnership with Families and Charity Organizations: An International Cross-sectional Survey

Introduction The aim of disaster reduction education (DRE) is to achieve behavioral change. Over the past two decades, many efforts have been directed towards this goal, but educational activities have been developed based on unverified assumptions. Further, the literature has not identified any significant change towards disaster preparedness at the individual level. In addition, previous research suggests that change is dependent on multiple independent predictors. It is difficult to determine what specific actions DRE might result in; therefore, the preamble of such an action, which is to have discussions about it, has been chosen as the surrogate outcome measure for DRE success. This study describes the relationship of the perceived entity responsible for disaster education, disaster education per se, sex, and country-specific characteristics, with students discussing disasters with friends and family as a measure of proactive behavioral change in disaster preparedness.

METHODS

A total of 3,829 final year high school students participated in an international, multi-center prospective, cross-sectional study using a validated questionnaire. Nine countries with different levels of disaster exposure risk and economic development were surveyed. Regression analyses examined the relationship between the likelihood of discussing disasters with friends and family (dependent variable) and a series of independent variables.

RESULTS

There was no statistically significant relationship between a single entity responsible for disaster education and discussions about potential hazards and risks with friends and/or family. While several independent predictors showed a significant main effect, DRE through school lessons in interaction with Family & Charity Organizations had the highest predictive value.

CONCLUSIONS

Disaster reduction education might require different delivery channels and methods and should engage with the entities with which the teenagers are more likely to collaborate. Codreanu TA , Celenza A , Ngo H . Disaster risk education of final year high school students requires a partnership with families and charity organizations: an international cross-sectional survey. Prehosp Disaster Med. 2016;31(3):242-254.

Child Disaster Mental Health Services: a Review of the System of Care, Assessment Approaches, and Evidence Base for Intervention

Several decades of research have informed our knowledge of children's reactions to disasters and the factors that influence their reactions. This article describes the system of care for child disaster mental health services using population risk to determine needed services and a stepped care approach built on assessment and monitoring to advance children to appropriate services. To assess the evidence base for disaster interventions, recent reviews of numerous child disaster mental health interventions are summarized.

Factors Associated with Discussion of Disasters by Final Year High School Students: An International Cross-sectional Survey

Introduction The effect on behavioral change of educational programs developed to reduce the community's disaster informational vulnerability is not known. This study describes the relationship of disaster education, age, sex, and country-specific characteristics with students discussing disasters with friends and family, a measure of proactive behavioral change in disaster preparedness.

METHODS

Three thousand eight hundred twenty-nine final year high school students were enrolled in an international, multi-center prospective, cross-sectional study using a pre-validated written questionnaire. In order to obtain information from different educational systems, from countries with different risk of exposure to disasters, and from countries with varied economic development status, students from Bahrain, Croatia, Cyprus, Egypt, Greece, Italy, Portugal, Romania, and Timor-Leste were surveyed. Logistic regression analyses examined the relationship between the likelihood of discussing disasters with friends and family (dependent variable) and a series of independent variables (age, gender, participation in school lessons about disasters, existence of a national disaster educational program, ability to list pertinent example of disasters, country's economic group, and disaster risk index) captured by the questionnaire or available as published data.

RESULTS

There was no statistically significant relationship between age, awareness of one's surroundings, planning for the future, and foreseeing consequences of events with discussions about potential hazards and risks with friends and/or family. The national educational budget did not have a statistically significant influence. Participants who lived in a low disaster risk and high income Organization for Economic Co-operation and Development (OECD) country were more likely to discuss disasters. While either school lessons or a national disaster education program had a unique, significant contribution to the model, neither had a better predictive utility.

CONCLUSIONS

The predictors (national disaster program, school lessons, gender, ability to list examples of disasters, country's disaster risk index, and level of economic development), although significant, were not sufficient in predicting disaster discussions amongst teenagers.

Disaster preparedness for children and families: a critical review

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

Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review

An increasing number of people are affected worldwide by the effects of disasters, and the United Nations International Strategy for Disaster Reduction (UNISDR) has recognized the need for a radical paradigm shift in the preparedness and combat of the effects of disasters through the implementation of specific actions. At the governmental level, these actions translate into disaster and risk reduction education and activities at school. Fifteen years after the UNISDR declaration, there is a need to know if the current methods of disaster education of the teenage population enhance their knowledge, knowledge of skills in disasters, and whether there is a behavioral change which would improve their chances for survival post disaster. This multidisciplinary systematic literature review showed that the published evidence regarding enhancing the disaster-related knowledge of teenagers and the related problem solving skills and behavior is piecemeal in design, approach, and execution in spite of consensus on the detrimental effects on injury rates and survival. There is some evidence that isolated school-based intervention enhances the theoretical disaster knowledge which may also extend to practical skills; however, disaster behavioral change is not forthcoming. It seems that the best results are obtained by combining theoretical and practical activities in school, family, community, and self-education programs. There is a still a pressing need for a concerted educational drive to achieve disaster preparedness behavioral change. School leavers' lack of knowledge, knowledge of skills, and adaptive behavioral change are detrimental to their chances of survival.