CHILD - FOCUSED DISASTER RISK REDUCTION

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COMMUNITY RISK ASSESSMENT ANALYSIS & PLANNING

Tools for ADULTS A Guide for Community Facilitators

World Vision Development Foundation, Inc. | Humanitarian and Emergency Affairs (HEA) March 2014

Photo: An adult participant in a CFDRR training in Brgy. San Isidro, Rosario, Batangas explains their community’s disaster risk map that they developed during the three-day training.

OUTLINE OF THE GUIDE

Introduction, Purpose, Objectives and Users

Risk Assessment Tools for Adults

1. Risk Map

2. Disaster Timeline

3. The Organizations in my Place

4. Seasonal Calendar

5. Hazard Assessment

6. Hazard Ranking

Vision of my Resilient Community

Child Focused Disaster Risk Management

Action Planning

Evaluation and Reminders

Part 1

Part 2

Part 3

Part 4

Part 5

1

PART

1 Introduction

World Vision Development Foundation, Inc.’s approach to building commu-nity resilience is through Child Focused Disaster Risk Reduction. This is a community based approach to Disaster Risk Management where children are at the heart of every process. With this approach, WVDF provides an avenue for the children and their community to define their situation (through risk assessment and analysis) and recommend solutions (planning) to the issues affecting them.

Purpose and Objective

This guide is designed for World Vision community facilitators for them to effectively carry out disaster risk assessment in their Area Development Program’s target communities (Barangays) which are high risk to natural and human induced hazards. The objective of this guide is to: - Raise the awareness of WV staff to the natural hazards, vulnerabilities and capacities of the communities that they are serving - Provide guidance for community facilitators as they carry out participa-tory disaster risk assessment into their targeted Barangays - Communities come up with a disaster risk profile and a disaster risk re-duction and management plan that is child focused or children sensitive.

Users

The main users of this guide will be mainly World Vision ADP staff or vol-unteers who will carry out the risk assessment with stakeholders of their targeted communities. This guide will also serve as reference materials for HEA staff, DME and other Sector Specialists.

Participants/ Key Respondents

The participants and key respondents of this guide will be adults from dif-ferent parts of the community. Facilitators must make sure that the partici-pants of the risk assessment come from different parts and sectors of the community – women, elderly, people with disabilities, Barangay officials, farmers, fishermen, laborers, etc. WV must always strive to reach out to the most vulnerable adults of the community.

2

Introduction, Purpose, Objective & Users

PART

1 Checklist for the Facilitator

• Leader and members of the assessment team, and their groupings; clar-ify roles and responsibilities of each member

• Orientation of the assessment team • Collection and review of secondary data from relevant government

agencies • Documenter of the activity • Proper coordination with government officials, especially the DRRM

Officer • Proper venue, time and date of the activity • Logistical concerns: resources, materials, transportation, etc.

Step by Step Guide of this Document

3

Comments and feedback about the document are encouraged for

continuous development of this module.

Introduction, Purpose, Objective & Users

4

PART

2

Risk Assessment Tools for Adults

Tool 1: Risk Mapping

A Risk Map is a tool that allows community members to identify visually the capacities, vulnerable elements of the community especially the children, the elderly and people with disability who are put at risk by hazards. This tool also enables community members to look at their resource base and make an inventory of their capacities.

At the end of the activity, participants are able to: 1 Know what/ who will be affected or can be damaged by a disaster 2 Identify safe and dangerous places in the community 3 Identify available resources that can be used by the children and commu-nity members in disaster risk reduc-tion.

Manila paper, pencil, pentel pen, cray-ons and plastic cover, community spot map, glue, masking tapes

1 Ask the participants to draw a spot map of their Barangay. 2 Ask them to identify and locate all ca-pacities: landmark and basic services available in the Barangay like school, health center, and source of water, road network, bridge, river, playground, church, and location of houses. 3 Overlay a plastic cover to the spot map. 4 Ask participants where they usually see the children by sticking on each ob-ject or place in the map the paper cut outs of girl-child and boy-child. 5 Let them identify the “most danger-ous”, “slightly dangerous” and “safe” areas.

OBJECTIVE

MATERIALS

PROCESS

5

PART

2

Risk Assessment Tools for Adults

6 Ask them to agree on the criteria to be used in distinguishing the most dan-gerous, slightly dangerous and safe ar-eas in the community. 7 Also ask participants to agree on symbols for “most dangerous”, “slightly dangerous” and “safe” areas. 8 Overlay another plastic cover. 9 On the overlay, identify which areas of the community map were affected or can be potentially affected by a known or potential hazard. 10 Ask participants to agree on sym-bols for each hazard. 11 Summarize the hazards that the families, children and the community encounter as well as the resources available.

1 Put directions for North, East, West, South. 2 Put the name of the Barangay, Mu-nicipality and Province on the map. 3 Make sure that the borders within the Barangay (purok/ sitio/ block) is specified. 4 A “Legend” portion should be pro-vided in the map to identify what each symbol represents.

1 What are the hazards that put the community at risk? 2 What places/areas in the community are at risk? 3 What community infrastructures or critical facilities are in danger? 4 Who are the people that are most exposed to risk and will likely need assistance? 5 What resources can be found in the community? 6 Who have the least resources in the community (family or community members)? 7 Who have access and control over the available resources? 8 What resources are at risk? 9 Why are they at risk? 10 Are there evacuation places? Are they accessible to all? 11 Are people familiar about the evacuation routes? Do we need any additional shortcuts? 12 How about people needing extra assistance? Are the evacuation places and routes wheel-chair friendly? 13 Are there warning information? Will the information reach all?

IMPORTANT

SAMPLE QUESTIONS PROCESS (cont.)

6

PART

2

Risk Assessment Tools for Adults

Tool 2: Disaster Timeline

OBJECTIVE

MATERIALS

PROCESS

This tool shows the disasters that they have experienced in previous years/ dec-ades. The disaster timeline will also demonstrate the repetitiveness and the in-creased frequency of some disasters.

At the end of the activity, the participants are able: 1 To learn about the history of disasters in the community in the last 30-50 years, the factors that led to the disasters and the impact on the environment and peo-ple’s lives. 2 To describe how much natural, physi-cal, human resources have been affected by disasters. 3 To know what were the responses of the community after the disaster, or how the community coped with the effects of the disaster.

Manila paper or cartolina, metacards, pentel pen, masking tape

1 Tell the group that you would like them to think about the disasters that they have experienced in the previous years and decades. 2 Ask them to nominate a timeframe within which they will record previous disasters. You should aim to encourage the group to at least record disasters from within the previous 30-50 years. 3 Let the group know that they do not have to be too preoccupied with exact dates, but that rough timeframes will be sufficient. 4 First establish what key events have taken place and when. Ask the group members to call out the disasters that have occurred over the period with approximate dates of when that event occurred. 5 Encourage the group to think about the more recent events first, then the other disasters in the past.

7

PART

2

Risk Assessment Tools for Adults

6 Give out the participants the table or have this made on a manila paper/cartolina and hand it to them.

7 Ask the group whether that covers all the disaster they can recall. If there are any significant gaps on the timeline, ask the community to think about any-thing that occurred during that time.

8 Have them report the output to the whole group for further discussion.

1 Get the community to only focus on those disasters that affected them. Just concentrate on key events.

2 Do not allow the group to argue about exact dates. If the groups cannot agree then ask them to put down both dates.

3 Specify that they do not have to put down an event for every year, and it is all right to have many events in one year because often one event (i.e. heavy rain) triggers another event (i.e. malaria).

4 If the community feels it was a disas-ter that affected them, they can put it on the timeline. As facilitator, you do not decide for the community.

5 Periodically run back through the events already reported to prompt re-call and help the informant to fill in gaps.

6 Cross check continually and probe to resolve inconsistencies.

7 If there are few threats/shocks/disasters listed in the last 30-50 years, encourage the community to add some more recent events.

PROCESS (cont.)

Facilitators

Tips to

PROCESS

8

PART

2

Risk Assessment Tools for Adults

OBJECTIVE

MATERIALS

Tool 3: Organizations In My Place This refers to the description of vari-ous organizations existing in the Barangay. This is to identify the parties who can potentially help advance or hinder the devel-opment of the Barangay. With this tool, participants will identify which organizations help them before, dur-ing and after an emergency or ma-

jor disaster.

At the end of the activity, participants are able to identify the organizations that can assist in advancing disaster risk reduction efforts.

Manila paper, pencil, markers, cut-outs (circles of various colors and sizes)

1 Ask the participants to list the organiza-tions within the community and those out-side, but maintains connection with the

community.

2 Draw circles representing the organiza-tions, the size of which being is in propor-tion to the size of the organization in terms of its resources (manpower, assets, net-

works, other capacities).

3 Draw a heart at the center symbolizing

the heart of the Barangay.

4 Draw the line from the heart dividing the paper into three (3) and mark them as Be-fore a Disaster, During a Disaster and Af-

ter a Disaster.

5 The nearness and farness of the circles to the heart indicate the closeness of the organization to the heart of the community

people.

6 Let the adults put/ paste the circles into

the paper accordingly.

7 Allow them to report their work after

everyone has finished.

8 Ask them to explain why some are near

to the heart, and some are not.

9 Make sure that someone records the

comments of each participant.

10 Summarize by pointing out the crucial organizations and those that can be tapped

for various purposes.

9

PART

2

Risk Assessment Tools for Adults

The Seasonal Calendar helps the commu-nity identify important as-pects of sea-sonality that affect their lives. The community chooses the indicators they want to dem-onstrate sea-sonality against.

At the end of the activity, the participants are able to know: 1 The seasonal indicator to find out the possible effect on their lives; or 2 The seasonal changes, hazards, diseases, community events and livelihood activities in a given month of the year.

Manila paper, pencil, markers, ten seeds, crayons

1 Explain the purpose of a Seasonal Cal-endar. 2 Create a separate group of men and women to get and understand the gender perspective. 3 Provide the following examples of

indicators, but do not write them down or go slowly enough for the group to write them all down (try to get the com-munity to think of their own seasonal in-dicators that are important to them):

- Distribution of rain - Drought - Birth of Children - Harvest - Important illnesses - Income/ Cash availability - Temperatures - Agricultural Labor - Expenditure - Diseases afflicting animals and plants - Cropping sequences - Other livelihood sources

4 Demonstrate the format to the com-munity. Explain that the months should be entered along the bottom line. The com-munity can choose which month it wants to start with (most communities chose to start with January). Explain that the indi-cators are placed on the left hand side of the format.

OBJECTIVE

MATERIALS

Tool 4: Seasonal Calendar

PROCESS

10

PART

2

Risk Assessment Tools for Adults

5 Different community members use different ways to mark the calendar. Some draw straight lines to indicate the rainy months of the year. Others use a tick or X to show what specific months are the coldest/hottest. Oth-ers use symbols like sun to indicate summer; grass for weeding season

and rice stalks for harvest season. There are so many creative ways that

people use to express themselves.

6 Let the groups fill out the seasonal calendar. Give them freedom to use

drawings, ticks or X.

Facilitators Tips to

1 Illnesses/diseases should be speci-

fied.

2 While communities can decide on what indicators to include on the cal-endar, drought, health (i.e. sickness/birth of children) and income should

be included.

3 The seasonal Calendar can show either months or predominate sea-

sons.

4 You may take a reference period of 15 months so that individuals’ activi-

ties do not get 'chopped off'.

5 Start at the beginning of the year as

used locally.

6 Cross-check and probe for inconsis-

tencies within the diagram.

7 Draw correlation between different elements of the indicators used on the seasonal calendar, such as the links between rain and malaria, income and

harvest etc.

8 Identify the most difficult times of the year and check these with the vil-

lage.

11

PART

2

Risk Assessment Tools for Adults

Tool 5: Hazard Assessment

Hazard assessment is concerned with the elements of the hazards or threats. It involves the identification of the hazards or threats which may occur in the area or community. The na-ture, location, intensity and likelihood (probability or frequency) and behavior of the threat

are studied and specified.

At the end of the activity, the participants are able to: 1 Identify the kind of hazards or threats pre-sent in the community. 2 Understand the nature and behavior of hazards.

Manila paper, pencil, markers

1 Refer to the Disaster Timeline output in the previous activity.

2 Present it to the group and have them note the top 3 or top 5 hazards that have affected them in the past. 3 Taking into consideration these top 3 or top 5 hazards, discuss to the group the ele-ments of hazards in the table above. 4 After discussion of the elements of a haz-ard, have the group fill out the table above, for all 3 or 5 top hazards identified. 5 Once done, have the group report their output. 6 Make sure that someone records the other comments of the reporter/ partici-pant. 7 Summarize by pointing out the elements of each hazard that will have damaging ef-fect to them, and initially ask them which is the most dangerous and which is the least dangerous hazard based on this activity.

OBJECTIVE

MATERIALS

PROCESS

12

PART

2

To know the priorities of community mem-bers or the most significant problems/ hazard faced by the community. (Note: This might be the basis for the next planning session.)

1 Based on the hazard assessment outputs in the previous activity, facilitator asks the com-munity members what do they think are the most threatening hazard in their community. 2 The answers/ hazards are listed down on a flip chart either by the facilitator or a mem-ber of the community. 3 After all the hazards have been listed down, facilitator asks the community mem-bers to rank the answers based on which should be the most threatening, down to the least threatening. DO NOT use marker be-cause ranking can change as community

members discuss. 4 Finalize the result of the ranking with the community.

1 Who are the most vulnerable group that needs to be prioritized in times of disasters? 2 Which areas (sitio/ purok) is the most dis-aster prone within the Barangay?

Stones or leaves are good to use in ranking (even color papers of different sizes) because they can be moved around when community members change their ranking based on the discussions and negotiations going on. When markers are used to rank, community mem-bers sometimes hesitate to erase their rank-ing.

Analyzing problems or weighing solutions can be facilitated by the use of ranking exercises. One very useful tool is to use different sizes of leaves or stones to order the problems, needs or solutions. Leaves and stones do not cost anything and are found everywhere in the community. Ranking is usually a long exercise because community members discuss the rea-sons why problems or needs must be ordered in such a way. The value of this exercise to the community is that it facilitates discussion and negotiation.

OBJECTIVE

PROCESS

Risk Assessment Tools for Adults

Tool 6: Hazard Ranking

SAMPLE QUESTIONS

Facilitators

Tips to

13

PART

3 Visioning among adults will show via crea-tive method/s what their vision are of a resilient and safe community given the risk assessment outputs from the previous activi-ties. (Note: In most Baran-gays, they have Mision, Vi-sion statements. Facilitator can probe if there is any existing and work from there.)

For adults to have a foresight of a re-silient community that they want.

Manila paper/ cartolina, pencils, cray-ons, or clays

1 Ask the adults to discuss among themselves what they think are the characteristics and features of a safe and disaster resilient community.

2 From their discussion, ask each group to come up with a role play or drawing that shows their vision of safe and disaster resilient community. Give them 20 minutes for the drawing or to prepare and rehearse the play before the presentation.

3 In turn, ask each group to present their creation to the other groups. Af-ter each presentation, provide brief comments and give them a round of applause. Ask the audience for any ob-servations and comments.

4 After all presentations have been made, ask the groups to compare their vision of a safe and disaster re-silient community with the assess-ment of their own community made during the previous sessions. 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).

5 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.

OBJECTIVE

MATERIALS

PROCESS

Visioning of a Resilient Community

14

PART

4

Child Focused Disaster Risk Management Planning T

ab

le 1

: Id

en

tify

ing D

isast

er

Ris

k R

ed

ucti

on

Me

asu

res

Given

all the outputs fro

m the past session, sp

ecifically

the inputs on the Disaster Tim

eline Matrix, h

ave the ad

ults fill

out the follo

wing matrix:

15

PART

4

Child Focused Disaster Risk Management Planning

Tab

le 2

: Bara

ngay

DR

RM

Pla

n

With the passage

of the Philippine Disaster Risk Red

uction and M

anagem

ent Law

of 2010, an

d the re

lease of its IRR

(Implemen

ting Rules an

d R

egulation), Baran

gays are m

andated

to come up w

ith a D

RRM Plan integrated

into

their

Baran

gay Dev

’t. Plan. The templates used by so

me is the table below. Fa

cilitators m

ust chec

k with the Baran

gay if they

have an

existing DRRM Plan and w

ork fro

m ther

e for im

pro

vemen

t.

IMP

OR

TA

NT

Fa

cilitator must m

ake su

re that the DRRM Plan is sensitive

to the nee

ds of the ch

il-dre

n, co

nsider

ing the righ

ts, participation and w

ell being of ch

ildre

n should ther

e be

a disaster that w

ill come to

the co

mmunity.

16

PART

5

Evaluation and Reminders

To know what

were the lessons, reflections and feelings gained by adults throughout the ac-tivity.

Materials: Paper cut outs of bulb and balloon, pencil or ballpen, big

paper boat

1 Ask the participants 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.

2 With the provided pencils, instruct the

participants to write the following informa-tion on the cut outs: Bulb: The most important thing I learned from the activities.

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.

3 When the participants have finished com-

pleted their cut outs, introduce the paper boat, which you have just placed in the mid-dle of the circle. Ask them to recall the use of boat, specifically during the time of Noah in the Bible.

4 As the boat symbolizes protection, salva-

tion and compassion to Noah and his family, explain that the paper boat does also sym-bolize 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 activities. How-

ever, 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.

5 Using paper clips and a nylon string as

rappelling line to the boat, have each person 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 activities. Repeat the process until all children have shared their reflections and attached their lines to the boat.

6 Ask the participants if they have questions.

7 Distribute the certificates of participation

or token of appreciation and give them a big round of applause. End the activity with a prayer and a community song.

OBJECTIVE

MATERIALS

PROCESS

Reminder for the

Community Facilitator The outputs for this activity must be properly documented, for it is expected that the Plan drafted will be presented to authorities in the Barangay (Barangay Development Council) for adoption and implementation into the Barangay De-velopment Plan.

http://www.cccnsb.org/533/

Congratulations! You have just successfully completed the process with adults!

THE PAPER BOAT ACTIVITY

1. Child – Oriented Participatory Risk Assessment and Planning, Mayfourth Luneta, Center for Disaster Preparedness (CDP). Website: www.cdp.org.ph

2. Abarquez, Imelda and Murshed, Zubair.2004. Community Based Disaster Risk Management Field Practitioners’ Handbook. Thailand: Asian Disaster Preparedness Center. Website: www.adpc.net/pdr-sea/publications/12Handbk.pdf

3. Balay Rehabilitation Center, Inc., Save the Children UK and Center for Disaster Preparedness. 2006. Integrating Children’s Rights in Baran-gay Disaster Management and Development A Trainor’s Manual. Philippines: Balay Rehabilitation Center, Inc. Website: www.cdp.org.ph

4. Victoria, Lorna P. 2003. Kahandaan Katatagan at Kaunlaran ng Komunidad Gabay sa Pagsasany sa Disaster Management. Philippines: Center for Disaster Preparedness Foundation, Inc.

5. Heijmans, Annelies and Victoria, Lorna P.2001. Citizenry-Based and Development Oriented Disaster Response. Philippines: Center for Disas-ter Preparedness Foundation, Inc.

6. Participatory Capacity Vulnerability Assessment Guide, Christian Aid

World Vision Development Foundation, Inc. | Humanitarian and Emergency Affairs (HEA)

March 2014

References

1 Schools must be safe and education must not be interrupted.

2 Child protection must be a priority before, during and after a

disaster.

3 Children have the right to participate and access the informa-

tion they need.

4 Community infrastructure must be safe, and relief and recon-

struction must help reduce future risk.

5 Disaster risk reduction must reach the most vulnerable.

Children’s Charter on DRR An Action Plan for Disaster Risk Reduction, for Children, by Children