Community Risk Assessment Guide - · PDF file28/05/2011 · mobilization and carry...

World Vision Philippines, CF DRR, Community Risk Assessment Guide

Version May 28, 2011

Community Risk

Assessment Guide

World Vision Philippines, CF DRR, Community Risk Assessment Guide Version May 28, 2011

Community Risk Assessment Guide

Outline Part One: Introduction Part Two: How to Conduct Community Risk Assessment Part Three: Identifying Different Hazards, Vulnerabilities and Capacities of Children and Community Part Four: Identifying Disaster Risk Reduction Options and Action Planning

Annexes

Annex 1: Sample Community Risk Assessment Design

Annex 2: Safe School Assessment Tool Annex 3: Safe Community Assessment Tool Annex 4: Child-Oriented Participatory Risk Assessment and Planning: A Toolkit Annex 5: Most Commonly Used PRA Tools



Part One: Introduction

What is community risk assessment?

Participatory assessment of hazards, vulnerabilities, capacities and people‟s perception of risks.

Community risk assessment unites the community and other stakeholders in common

understanding of its disaster risks. Its main purposes are to:

To assess the different hazards, vulnerabilities, capacities and people‟s perceptions of risk, while giving special emphasis or focus on children‟s specific needs and vulnerabilities.

Enable the community to estimate the range of risk (from high- risk, moderate- risk and low- risk) and consequently rank them accordingly considering the children‟s stake and safety.

Provide an avenue for the children and their community to define their situation and recommend solutions to the issues affecting them.

Raise the community awareness on the children‟s and other vulnerable groups‟ situation and issues.

Help the community to develop risk reduction plan which stipulates activities and interventions for preparedness, prevention and mitigation, emergency, and recovery/rehabilitation. Communities empower children so they can participate actively according to their enabling abilities to contribute to risk reduction and to their community development and resilience.

Present and validate child inclusive risk assessment outputs to various stakeholders inside and outside the community (i.e. NGOs, district/regional government, civil society, academe, and business sector).

Establish partnership with concerned individuals and groups to facilitate resource mobilization and carry out risk reduction measures in response to the identified vulnerabilities and risks.

Advocate policies that deal with the identified vulnerabilities and risks pertinent to the achievement of safe and resilient communities with respect to child rights.

Who can use this guide?

The guide is designed for World Vision staff, partners and other DRR practitioners, and will be

of best use by those who:

possess basic knowledge on development, disaster risk reduction and management, and human and child rights

have firsthand experience or already trained in the vulnerability and capacity analysis framework and in using different participatory tools

attended proper orientation/training on the CFDRR

believe in the participatory process and in bringing together community members particularly from the most vulnerable areas to analyze problems and formulate solutions



Who are the participants/key respondents of community risk

assessment?

Primary Stakeholders from the vulnerable community:

Boys and girls

Women and men

Elderly

People with disabilities Pregnant and lactating mothers

Secondary Stakeholders or support agencies:

Local Disaster Risk Reduction and Management Council (LDRRMC) members

Barangay Council for the Protection of Children (BCPC) members

Teachers

Municipal Disaster Risk Reduction and Management Council (MDRRMC) members

Local Non-Government Organizations (NGOs)

Faith-based organizations

Other relevant civil society organizations

How the guide is organized?

The guide is divided in the following parts:

Part One: Introduction. It provides an overview of the community risk assessment Part Two: How to conduct community risk assessment. It provides tips for the preparation and actual conduct of the assessment. The participants will be divided per sector to discuss their experience on different disasters and how they cope with it. Part Three: Identifying different hazards, vulnerabilities and capacities of children and community. The data will be collated and analyzed using vulnerability and capacity framework. Part Four: Identifying disaster risk reduction options and action planning. Based on the identified vulnerabilities and risks, the participants will identify appropriate DRR options and prioritize actions based on their capacity and the support of different stakeholders.



Glossary of Commonly Used Terms

Capacity

A combination of all strengths and resources available within a community, society or

organization that can reduce the level of risk, or effects of a disaster. Capacity may

include infrastructure and physical means, institutions, societal coping abilities, as well

as human knowledge, skills and collective attributes such as social relationships,

leadership and management. Capacity may also be described as capability.

Disaster

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. Disasters

are often described as a result of the combination of: the exposure to a hazard; the

conditions of vulnerability that are present; and insufficient capacity or measures to

reduce or cope with the potential negative consequences. Disaster impacts may include

loss of life, injury, disease and other negative effects on human, physical, mental and

social well-being, together with damage to property, destruction of assets, loss of

services, social and economic disruption and environmental degradation.

Disaster Prevention

The outright avoidance of adverse impacts of hazards and related disasters. It

expresses the concept and intention to completely avoid potential adverse impacts

through action taken in advance such as construction of dams or embankments that

eliminate flood risks, land-use regulations that do not permit any settlement in high-risk

zones, and seismic engineering designs that ensure the survival and function of a critical

building in any likely earthquake.

Disaster Response



The provision of emergency services and public assistance during or immediately after a

disaster in order to save lives, reduce health impacts, ensure public safety and meet the

basic subsistence needs of the people affected. Disaster response is predominantly

focused on immediate and short-term needs and is sometimes called “disaster relief”.

Early Warning System

The set of capacities needed to generate and disseminate timely and meaningful

warning information to enable individuals, communities and organizations threatened by

a hazard to prepare and to act appropriately and in sufficient time to reduce the

possibility of harm or loss. A people-centered early warning system necessarily

comprises four (4) key elements: knowledge of the risks; monitoring, analysis and

forecasting of the hazards; communication or dissemination of alerts and warnings; and

local capabilities to respond to the warnings received. The expression “end-to-end

warning system” is also used to emphasize that warning systems need to span all steps

from hazard detection to community response.

Emergency

Unforeseen or sudden occurrence, especially danger, demanding immediate action.

Exposure

The degree to which the elements at risk are likely to experience hazard events of

different magnitudes.

Hazard

A dangerous phenomenon, substance, human activity or condition that may cause loss

of life, injury or other health impacts, property damage, loss of livelihood and services,

social and economic disruption, or environmental damage.

Mitigation

Structural and non-structural measures undertaken to limit the adverse impact of natural

hazards, environmental degradation, and technological hazards and to ensure the ability

of at-risk communities to address vulnerabilities aimed at minimizing the impact of

disasters. Such measures include, but are not limited to, hazard-resistant construction



and engineering works, the formulation and implementation of plans, programs, projects

and activities, awareness raising, knowledge management, policies on land-use and

resource management, as well as the enforcement of comprehensive land-use planning,

building and safety standards, and legislation.

Preparedness

Pre-disaster actions and measures being undertaken within the context of disaster risk

reduction and management and are based on sound risk analysis as well as pre-disaster

activities to avert or minimize loss of life and property such as, but not limited to,

community organizing, training, planning, equipping, stockpiling, hazard mapping,

insuring of assets, and public information and education initiatives. This also includes the

development/enhancement of an overall preparedness strategy, policy, institutional

structure, warning and forecasting capabilities, and plans that define measures geared

to help at-risk communities safeguard their lives and assets by being alert to hazards

and taking appropriate action in the face of an imminent threat or an actual disaster.

Rehabilitation

Measures that ensure the ability of affected communities/areas to restore their normal

level of functioning by rebuilding livelihood and damaged infrastructures and increasing

the communities‟ organizational capacity.

Risk

The combination of the probability of an event and its negative consequences.

Vulnerability

The characteristics and circumstances of a community, system or asset that make it

susceptible to the damaging effects of a hazard. Vulnerability may arise from various

physical, social, economic, and environmental factors such as poor design and

construction of buildings, inadequate protection of assets, lack of public information and

awareness, limited official recognition of risks and preparedness measures, and

disregard for wise environmental management.



Part Two: How to conduct community

risk assessment?

1. Preparatory Work:

Note: There is an assumption that communities have been selected based on WV and its

partners’ criteria.

Before conducting the actual risk assessment in the community, it is very crucial to conduct

preparatory work with WV staff, its partners and the community. Some pointers to be considered

are as follows:

a) Preparation of the assessment team (WV staff and partners)

Note: There is an assumption that WV staff and partners have been united in the

purpose and scope of assessment.

Identify the leader and members of the assessment team; clarify roles and responsibilities of each member.

Orientation and training of the assessment team (if necessary). Make an assessment plan:

collection of secondary data from relevant government agencies, NGOs, CBOs,

etc. review secondary data and identify what information is available identify what information or key areas of inquiry the team wishes to collect. formulate key questions that will facilitate the understanding of hazards,

vulnerabilities and capacities of children and the community. See Annex 1: Sample community risk assessment design.

select appropriate participatory tools per key area of inquiry and characteristics of the target groups for assessment.

practice how to facilitate the risk assessment using different participatory tools. Remember that the tools will help the facilitator to motivate/encourage the participants to talk or express themselves. Make sure that the groups are able to have a good discussion and come up with a collective decision on a specific information

for the tasking, each will have a specific task according to his/her capacities and expertise. Who is good and effective in facilitating the children? adult? women? men? etc. Who is good in documenting the discussion? Remember that in risk assessment, we need to capture how the group comes up with a decision on various issues. Quality documentation is very crucial because the data/information from the community will be used to analyze their vulnerabilities and capacities, and identify DRR programs and activities to protect their life and community.



ideally we need to have at least 3 – 5 groups for the assessment team to

finish/accomplish the following: a) participatory data gathering, b) triangulation or sharing of results per group to other participants, c) identification of hazard, vulnerabilities and capacities, and d) identification of disaster risk reduction options and action planning. The activity will be done in three days or staggered based on the availability of the community.

finalize the community risk assessment plan make sure that the assessment team is well prepared for every activity and

familiar with every tool.

b) Coordination with different stakeholders and preparing the community

Coordinate with relevant government agencies and NGOs in the locality

(province and municipality). Introduce the purpose of community risk assessment

and its relevant processes. Establish collaboration and partnerships starting from

the assessment up to the implementation of CFDRR. Request for the most

suitable time for the conduct of interview or FGD.

Meet with the barangay officials and community leaders to discuss and agree on

the following:

purpose and process of the assessment ensure participation and involvement of community leaders and gain their

approval, commitment and ownership of the assessment process ensure participation and involvement of children, women, men, elderly, and

people with disabilities identify representative from the community to be part of the assessment team agree on the most suitable date and time for the activity agree on some logistical arrangements

c) Logistical arrangement

Prepare all the resources/materials for the activity

Make sure all the logistical arrangements are done.

Make sure that target participants are informed on the activity.



2. Actual Community Risk Assessment with the

community

A. Registration of Participants/Key Respondents

B. Opening Activities

Opening Prayer

Introduction of Participants and Facilitators

Objective

At the end of the activity, the participants are acquainted and at ease with each other.

Time

45 minutes

Materials

Copy of a song

Methods

Group dynamics

Process:

Ask the participants to stand up and form a big circle.

Inform the participants that the group will silently walk and explore the room. Participant may walk in different directions, without bumping each other. Tell them that the facilitator will shout “FREEZE” and the group will stop from moving.

Give the go signal to walk around. After 30 seconds, shout FREEZE.

Ask the participants to make an eye contact with each other while walking. Participants must refrain from making any noise or action.

Give the go signal to walk and after 30 seconds, shout FREEZE.

Ask the participants to acknowledge the gaze of their co-participants by making facial expressions like smiling, nodding or winking.

Give the go signal to walk and after 45 seconds, shout FREEZE.

Ask the participants to utter words like “HI,” “HELLO,” “KUMUSTA?” “GOOD MORNING” when meeting somebody. Ask them to acknowledge the greetings. No body contact should be made yet.

Give the go signal to walk and after 1 minute, shout FREEZE.

Ask the participants to repeat the last instruction and do a handshake when



they meet somebody. Tell them to continue walking around and do the handshake with new friends.

Facilitator will shout FREEZE and tell the participants to grab a partner. Give them 2 minutes to ask their new friend his/her nickname and an adjective that best describes him or her.

After 2 minutes, tell the partners to form a big circle. Ask one partner to start introducing his/her new friend to the group, and then the rest will follow. After the introduction, teach them with a community song.

Ako, ikaw, tayo ay ang komunidad Ako, ikaw, tayo ay ang komunidad Ako, ikaw, tayo ay ang komunidad

End the song with a round of applause and thank everyone for their active participation.

Ask everyone to go back to their seats

Bible Reflection: Noah and the Great Flood

(Before the Flood: Day 1)

Objective

At the end of the activity, the participants are able to reflect on the story of Noah

Time

1 hour

Materials

Bible

Methods

Group dynamics

Process Seated in a big circle, inform the participants that the group will have a bible

refection. Lead a prayer to ask for the guidance of the Holy Spirit.

Inform them that the facilitator will approach each group and will say ACTION to begin the scene. The other groups will relax from their position and try to observe the performing group.

Approach the group one after another. Give the groups an applause after their performances.

Ask the participants to enumerate samples of man‟s wickedness as performed by the groups. Tell them to give samples of man‟s wickedness in present time.



Input that man‟s wickedness is SIN, it drifts man away from God.

Ask a volunteer to read Genesis 6:9-10. Ask the participants why God has chosen Noah. Noah was a righteous man and has walked with God.

Ask each group to create frozen pictures of Noah showing his righteousness. After a minute, shout FREEZE. Approach the group one after another. Give the groups an applause after their performances.

Ask the participants to enumerate samples of Noah‟s righteousness. Ask them to give samples in present time. Tell them that being righteous is following the commandments of God, walking in the light with God.

Ask a volunteer to read Genesis 6:13-22.

Discuss the plan of God: How He instructed Noah to prepare for the great flood, from the ark‟s design, to the animals and his family and to the food stock.

Ask each group to create a frozen picture of Noah and his family preparing for the great flood. After a minute, shout FREEZE. Approach the group one after another. Give the groups an applause after their performances. Ask the participants to enumerate the different activities of Noah and his family. The contribution of his family in accomplishing the great task from God.

Narrate that while Noah and his family are preparing the ark, their friends and neighbor see their actions. Ask each group to create a frozen picture of Noah and his neighbors. After a minute, shout FREEZE. Approach the group one after another. The facilitator may be in-role as Noah, urging people to repent and prepare for the coming disaster. Allow the exchange of dialogues with the participant. Give applause to the group.

Ask the participants to enumerate the different reactions of Noah‟s neighbor. Ask them to explain why the neighbor reacted that way. Ask them to relate the same reaction of people in present time.

Ask each group to go back to their original picture of Noah (from the picture book). Narrate that while all of his neighbor was laughing and ridiculed him, Noah remained steadfast and continued his work according to the plan of God. Ask each participant playing Noah to say a dialogue, as reaction to his neighbor and his commitment with God. Approach the group one after another. Give applause to the entire group. Ask the participants to form a big circle and sit down.

Process the activity, recap the different concepts/scenes like man‟s wickedness, Noah‟s righteousness and the faith from God, how Noah prepared for the disaster, and the role of his children/family in the preparation. Ask the participants to share their thoughts and feeling about the activity. Relate the story of Noah in present time, how people prepare for a disaster, how people disregard the signs and warnings. Ask the participants to enumerate the positive qualities displayed by Noah and his children (family). Synthesize the entire experience on how to prepare for a disaster, how to avoid the negative effects of it and how important the role of everyone (family and community) in managing



the situation.

Give the group a round of applause.


(During the Flood: Day 2)

Objective


Time

1 hour

Materials

Bible

Methods

Group dynamics

Process Seated in a big circle, inform the participants that the group will continue to study

the story of Noah for bible refection. Lead a prayer to ask for the guidance of the Holy Spirit.

Ask a volunteer to read Genesis 7:17-23. Discuss the verse – the rain lasted for how many days, how high was the flood, what happened to the creatures of the earth?

Ask the participants to create a picture of people drowning in the flood. Give the group 1 minute to create the image. Listen to the picture of each group. After hearing all the groups, ask them to repeat their respective scenes at the same time. Give the group a round of applause.

Ask them, aside from the people, what else were destroyed by the flood. Give the group 1 minute to create the frozen picture. One after another, the group will perform their pictures. Encourage the participants to use sounds in their scenes.

Recap the effects of the disaster – it destroys life, property and dreams of people.

Ask each group to go back to the frozen picture of destroyed property. Then start the storytelling of the focused verses: It rained for 40 days, the water slowly began to rise until it became a flood. And with the water, Noah’s ark began to float while the houses of the people were …. (ask each group to start their scene).



Now ask the participants to return to their frozen picture of people in 5 counts.

Continue the storytelling: The houses of the people were destroyed and swept away with the animals and crops. Meanwhile the people were … (ask all groups to start their scenes simultaneously). Continue the storytelling – Inside the ark, Noah was watching what was happening to the people…. Ask each group to create a picture of Noah seeing the drowning people in ten counts.

Continue the narration – Noah saw that people were drowning, he heard them screaming and pleading. And then Noah said…. (ask each group to begin their scenes). The facilitator will do an in-role as one of the drowning. The dialogue should provoke and encourage each Noah to respond. Develop a short exchange of lines between Noah and the drowning people.

Instruct the group to relax on their position. Ask them to analyze the plea of the drowning man and the response of Noah.

Instruct each group to return to their frozen picture, ask them to add children of Noah and other animals in the groups that will board the ark. Ask them to improvise some dialogues and speak with Noah. Give them 20 counts to adjust their picture.

Ask each group to begin their scenes, now focusing on the feelings of Noah‟s children and animals. Give a round of applause as the third group ends their presentation. Ask them to reflect on the thoughts and feelings of these characters, particularly the children. Relate it to the wellbeing of children.

Recap the activities and ask the participants for their initial feedback. End the session with a round of applause.


(After the Flood: Day 3)

Objective


Time

1 hour

Materials

Bible

Methods

Group dynamics



Process Seated in a big circle, inform the participants that the group will continue to study

the story of Noah for bible refection. Ask for volunteers who will provide a recap of the activities conducted for the last two days. From the recap, proceed to the opening prayer to ask for the guidance of the Holy Spirit.

Ask for a volunteer to read Genesis 9:12-16.

Discuss the covenant of God with Noah. Ask the participants what they think is the importance of the covenant; God‟s promise and the responsibility of man to fulfill the covenant; not only God made a covenant with man but He also saved man from sin/death through Jesus Christ.

Ask the participants to relate the covenant in making plans and programs to prepare and save the community from the negative effects of disaster. Ask them to reflect as young members of the community.

Synthesize the session. Give a round of applause to the group.

Expectation Check and Setting of Objectives

Objective

At the end of the activity, the participants are able to: 1. Share and clarify their expectations from the workshop and; 2. Understand the objectives and program of activities.

Time

1 hour

Materials

Meta cards, Manila paper, Markers, Copy of the program

Methods

Group work

Process Explain the objective of the activity.

Ask the participants to devide into several groups comprised of: all girls group together, all boys, all women from the community, all men from the community, and all barangay council, teachers and representative of other government agency, NGO/faith-based organization. The assessment team will compose a



separate group.

Ask each group to discuss the following questions: what do you expect from the three- day activity? What can you contribute to make the activity successful? What are your expectations from your fellow participants? What are your fears that may hinder your participation?

Give them 15 minutes to discuss their answers. Distribute meta cards and pentel pen where they can write their answers.

After the given time, ask a volunteer that would start the reporting and let the other groups follow. Ask the participants for clarifications and suggestions.

Summarize their answers and relate to the assessment objective and flow of the program.

Tips to Facilitators:

If some of the identified expectations can‟t be covered by the activity, put them together in one side and explain to the participants.

C. Implementation of community risk assessment design (data gathering)

Using the community risk assessment design (see Annex 1), divide the participants based on the number of members that the assessment team has (facilitator, documenter, observer).

Useful tips:

1. Look for a comfortable space for everyone, there should be no physical barriers like tables separating the facilitators and the participants.

2. Forming groups in circle allows everyone to interact with each other. 3. Start the activity with the introduction of the group. 4. Explain the objective of the activity.



5. Facilitators should ensure that every member of the group is given the

opportunity to share and that no one dominates the discussion or makes the decision for whole group.

6. Get the attendance of the group

Hazard and Resource Mapping

Objective

At the end of the activity, the participants are able to: 1. Know what 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 community members in disaster risk reduction.

Participants

Boys and girls

Time

1 hour

Materials

Manila paper, pencil, pentel pen, crayons and plastic cover, community spot map

Method/Tool

Group work: Hazard and Resource Mapping

Process 1. Ask the participants to draw a spot map of their barangay. 2. Ask them to identify and locate the landmark and basic services available in the

barangay like school, health center, source of water, road network, bridge, river, playground, church, and location of houses.

3. Overlay a plastic cover to the spot map..

4. Based on the children‟s disaster experience, let them identify the “most dangerous”, “slightly dangerous” and “safe” areas.

5. Ask them to agree on the criteria to be used in distinguishing the most dangerous, slightly dangerous and safe areas in the community.

6. Also ask participants to agree on symbols for most dangerous”, “slightly dangerous” and “safe” areas.

7. On the same plastic overlay or on anther plastic overlay, ask participants where they usually see the children by sticking on each object or place in the map paper



cut-outs of girl-child and boy-child.

8. Summarize the hazards that the families, children and the community encounter as well as the resources available.

Tips to Facilitators

1. One plastic overlay may just have the “most dangerous”, “slightly dangerous”, and “safe areas”.

2. Other plastic overlay may identify resources. 3. To save on cost, however, one plastic overlay can be done to

cover both hazards and resources. 4. Facilitators and participants may agree on symbols to

represent each information asked and provided. 5. A “Legend” portion should be provided in the map to identify

what each symbol represents.

Seasonal Calendar - Adults

Objective

At the end of the activity, the pariticipants are able to know the seasonal changes, hazards, diseases, community events and livelihood activities in a given month of the year.

Participants

Women‟s Group and Men‟s Group

Time

1 hour

Materials

Manila paper, pencil, markers, ten seeds

Method/Tool

Group work; Brainstorming

Process 1. Explain the purpose of a Seasonal Calendar

2. 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 community to think of their own seasonal indicators that are important to them):

a. Distribution of rain



b. Drought c. Birth of Children d. Harvest e. Important illnesses f. Income g. Temperatures h. Agricultural labour i. Expenditure j. Diseases afflicting animals and plants, k. Cropping sequences

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

4. Explain the use of the stones as per the food calendar. For example, using the indicator of „rain‟:

a. no stones in the circle means no rain in that particular month b. one stone in the circle means a little rain in that particular month c. two stones means average rain in that particular month d. three stones means more than average rain in that particular month e. four stones in the circle means a lot of rain in that particular month

5. Ask the groups to nominate someone separate from the scribe and order keeper to

be responsible for the stones.

6. As per the food calendar, explain to the scribe that when the information is transferred to the sheet, it is important to do the following things:

Keep all crosses the same size, regardless of whether there is one cross in the box or four

If there are no crosses in a box, leave the box empty, do not put in any mark

If there are four crosses in a box, use the entire space



The matrix below can be used for this activity:

Seasonality Indicators

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec


1. Different community members use different ways to mark the calendar. Some draw straigth lines to indicate the rainy months of the year. Others use a tick or X to show what specific months are the coldest/hottest. Others 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 themeselves.

2. Create a separate group of men and women to get and understand the gender perspective .

3. Illnesses/diseases should be specified 4. While communities can decide on what indicators to include

on the calendar, drought, health (i.e. sickness/birth of children) and income should be included.

5. The seasonal Calendar can show either months or predominate seasons

6. Start at the beginning of the year as used locally

7. Cross-check and probe for inconsistencies within the diagram.



Seasonal Calendar - Children

Objective

By the end of the activity, the participants should be able to:

share cultural and other religious celebrations in the community

share livelihood and typical occupation of people

share typical image of children/young people in the community

create pin up calendar representing season of the community and situation of children/young people

identify months and places that pose risk/danger to the community, particularly the children

identify the places in the community with high concentration of children and young people

Participants

Boys and Girls

Time

1 hour and 15 minutes for visual arts 45 minutes for processing/dialogue making/identification of risk to children

Materials

Short folder (30 pcs), bond paper (30 pcs), pencils (30 pcs), craypass, scissors, single-hole puncher (1 pc), yarn (1 roll), masking tape (1 roll) Legend stickers for: danger sign ! = problematic / high risk / danger red cross logo = high cases of child being sick / affecting wellbeing child paper cutout = children are highly visible dialogue box = usual dialogue of adults thought balloon = usual thought/dialogue of children

Method/Tool

Group work, Visual Arts, Cultural and Seasonal Calendar

Process Ask the participants if they are familiar with calendar. What they can see in the

calendar. Tell them that the group will make a special calendar that contains 1) name of month, 2) picture of significant activity happening in the community, and 3) picture of usual situation of children in the community. Using folders and crayons, the group will draw their specific calendar month. They can retain their original



grouping (birth month) or ask for volunteers. Be sure you assign all of the months to the participants.

When the groupings are settled. Give each group pencil and bond paper to sketch their calendar month.

After the initial sketching, give the rest of the materials to the groups. Regularly monitor the progress of each calendar month. You may give advice on certain drawing techniques like shading, perspectives, color mixing and smudging, lighting effect, composition, etc.

After the given time, ask the groups to clean up their spaces.

Form a circle, sit down, and listen to the explanation of each calendar month. Start from January. Facilitator may ask question to clarify things, provoke some thoughts that would lead to other concerns involving the community and children, or appreciate the techniques used in the drawing. After each sharing, get the calendar and hang it on the board. Give applause to the group.

Seated in a semi circle, hang the calendar on the board. Explain the legend sticker danger sign. Ask the group to reflect on the months that would normally pose risk / danger to the community and its people. Using the danger sign, they will post the sicker on the specific month. They have to explain their answer to the group

Ask for volunteers. Facilitator may ask other questions to clarify or deepening the discussion.

After marking the months, explain the legend sticker red cross. Ask again the group to reflect on the months when children get sick. What are the common illnesses or affecting child’s wellbeing? Using the health sign, mark the months and explain it to the group.

Ask for volunteers. Facilitator may ask other questions to clarify or deepening the discussion.

Now introduce the dialogue box and thought balloon. Relate it to comics. Explain the content for each box/balloon. Ask the groups who made the calendar to write usual dialogues of adults, and the response/thought of children relating to the situation in their month. Distribute materials to each group.

Give them 3 -5 minutes to write their dialogues. After the given time, ask the January group to stand in front and read their lines. Encourage them to be in character when reading the lines. The group will then post the dialogue box/balloons on their respective month. Give each group a round of applause.

Ask the participants for personal reflection after hearing all the dialogues. Ask for volunteers and share their thoughts o the group.




Encourage the use of local language. For the activity “Group yourselves according to birth month”, be ready to merge solo participants into one group. Give assignment to the participants at the end of the first day. Ask them to observe their community – What are the places where are children highly visible? What are the places that may pose risk/danger to the people?

Before the activity, facilitate ice-breaker or energizer game to get the focus of the participants.

Disaster Timeline

Objective

At the end of the activity, the pariticipants are able: 1. To learn about the history of disasters in the community,

the factors that led to the disasters and the impact on the environment and people‟s lives.

2. To describe how much natural resources have been affected by disasters and much more could be remaining.

Participants

Elderlies

Time

1 to 1.5 hours

Materials

Manila paper, metacards, pentel pen, masking tape

Method/Tool

Focus Group Discussion, brainstorming

Process 1. The facilitator starts to introduce the assessment team and the participants.

2. Explain the objective of the activity.

3. The facilitator asks the community members about the different disaster/s affected their community and asks the year the disaster/s took place.

4. A follow up question on the impact of disasters to people.

5. Then asks what they think are the causes of the particular disaster/s. Facilitator then asks the community members if there were those kinds of disasters maybe fifty years



ago. Facilitator suggests that community members review their community history fifty years back or 30 years back.

6. A follow up question on the impact of disasters to people.

7. Summarize the discussion and thank the elderly for sharing their experience.

Key questions to ask:

Did that event occur before/after as well?

Did anything else happen at that same time? (For instance, „El nino‟ brought with it increased malaria and other diseases, soil erosion etc).

Use the format: "so in ... you did ....; what happened next?"


Communities often think less about the more recent disasters and the disasters they are currently experiencing. You may need to prompt communities to think about events that have occurred in the last 5-10 years.

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

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

Be prepared to assist the group in mapping the events on a timeline

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).

If the community feel it was a disaster that affected them, they can put it on the timeline. As facilitator, you do not decide for the community.

If the community are not able to provide approximate dates, each event can be recorded on a piece of paper, and placed in sequence on the ground/on the flip chart timeline.

Periodically run back through the events already reported to prompt recall and help the informant to fill in gaps.

Cross check continually and probe to resolve inconsistencies.

Note:

Each assessment team may continue to develop strategies in facilitating activities for a specific

group of participants. They can use the sample activity (given above), community risk

assessment design and different PRA tools provided in the annex as references.



At the end of the day all participants will come together to share the group output for sharing,

validation/triangulation.

Organizations in my Place

Objective

To identify the organizations that can assist in advancing disaster

preparedness efforts.

Participants

Time

1 to 1.5 hours

Materials

Manila paper, metacards, pentel pen, masking tape, colored papers

Method/Tool

Focus Group Discussion, brainstorming

Process Ask the participants to list the organizations within the barangay and those outside

Draw circles representing the organizations.

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).

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. Make sure that someone records the comments of each participant. Summarize by pointing out the crucial organizations and those that can be tapped for various purposes by the children.



Part Three: Identifying different

hazards, vulnerabilities and capacities

of children and community

Objectives

At the end of the fieldwork, the participants are able to:

Collate data and analyze data using vulnerability and capacity framework.

Identify the vulnerability and capacity of children, women, men, and people with disabilities, elderly and the community.

Key Activity

Review and cross check all the data.

Collation and analysis of data using vulnerability and capacity framework.

Process

1. Introduce the activity objectives and guide for analysis.

2. Before they proceed in the review and preparation of data for analysis, the facilitator has to

provide a review of vulnerability and capacity concepts.

3. Ask each team member to write one idea per meta card for easy reading. This will also help

in moving the meta cards easily from one place to another if necessary. Group together the

ideas that are duplicated and/ or related to each other. There are also cases where

contradicting ideas will surface from their responses. Note them down and verify with

concerned individuals or appropriate agencies. Other ideas might be classified as

recommendations. Group them together and put in one corner of the room until the group is

ready for action planning.



4. Put each meta card in the corresponding columns of the matrix below. The data should be

collated and analyzed according to the vulnerability and capacity framework. (Mary

Anderson and Peter Woodrow).

5. After all the data have been placed in the vulnerability and capacity matrix, ask the group to

review the matrix and open the session for discussion.

6. Summarize the key points brought up during the session.

Table for Collation and Analysis

Hazard Key

Area of Inquiry

Vulnerabilities (Elements at Risk)

Capacities

Children Adult PWDs

Elderly

Community

Children Adult PWDs

Elderly

Community

Girls Boys

Women

Men

Girls

Boys

Women

Men



Part Four: Identifying disaster risk

reduction options and action planning

Objectives

At the end of the session, the participants are able to:

Explain the process of identifying and prioritizing risk reduction options; Identify risk reduction options for children and other especially vulnerable group in the

communities based on priority hazards.

Key Points

Risk reduction options are interventions, strategies and activities to reduce children‟s

and other especially vulnerable group vulnerabilities and strengthen their communities.

Risk reduction options should always be based on the results of the assessment

prioritizing the vulnerable groups based on the given resources.

Methods

Untangling exercise Group Work Inter active Lecture

Process

1. Present the objectives of the activity.

2. Review the different DRR/M interventions, strategies and activities that reduce

children‟s and other especially vulnerable group‟s vulnerabilities and strengthen their

capacities.

3. Review the description of vulnerability, risk and capacity of children and other

especially vulnerable groups in the community. Divide the group per sector (children,

elderly, PWDs, women/men) and ask them to identify risk reduction options to

reduce their vulnerabilities and increase their capacities.



Hazard Key Area of Inquiry

Vulnerabilities (Elements at Risk)

Capacities

Children Adult PWDs

Elderly

Community

Children Adult PWDs

Elderly

Community

Girls Boys

Women

Men

Girls

Boys

Women

Men

Hazards Vulnerability

(Elements at Risk)

Capacities

DRR/M Options

e.g.

Flood

Typhoon



4. Each sector will prioritize risk reduction options.

Notes on Prioritization:

Selection of key threat enables the community to prioritize the most important one. Select only 3-5 important threats. Selection must be based on the following:

Frequency

Impact to livelihood, infrastructure and population.

Possibility of implementing projects & programs on mitigation & adaptation, or potentials that something can still be done about it.

5. Participants (in groups or by sectors) then proceed to action planning, using the

matrix below:

Objectives Activities Time

Frame

Resources Needed

Resources

Available

from the

group and

community

Support / Assistance Needed

Person/ Committee

Responsible

6. After the group work, ask the participants to go back to their seats. Ask the groups to

share their plans to each other. Give time for open forum.

7. Summarize the highlights of the discussion.



Annex 1

Sample Community Risk Assessment Design

Key Area of Inquiry

Guide Questions

Suggested Tools

Target Key Informants:

A. Perceptions Description of a developed child-friendly community

Draw a picture of a developed and child-friendly community. What are the features of a developed child-friendly community?

Drawing Use of clay

Girls: 1 Group Boys: 1 Group

Draw a picture of a developed and child-friendly community. Identify different features of a developed and child-friendly community.

Drawing FGD

Women: 1 Group Men: 1 Group PWDs: 1 Group Elderly: 1 Group

Disaster What are the different disasters you have experienced in your family and community? Impact to children, family, education, livelihood, facilities for children and community? What do you think are the causes of the said disasters?

Venn diagram Girls: 1 Group Boys: 1 Group

What are the different disasters that happened in your community? Impact to children, women/men, PWDs, elderly, family, health, education, livelihood, basic facilities and community? Why do you consider it a disaster? What do you think are the causes of disasters?

Disaster Matrix FGD


Description of poor and non-poor children and families in the community

How do you describe the situation of children and families whom you consider poor in your community? What do they have? Livelihood? Level of education of children?

How do you describe the situation of children and families whom you consider non-poor in your community? What do they have? Livelihood? Level of education of children.

Drawing FGD

Girls: 1 Group Boys: 1 Group

How do you describe the How do you Women: 1 Group



situation of children and families whom you consider poor in your community? What do they have? Livelihood? Level of education of children? How many percentage of the village people is poor?

describe the situation of children and families whom you consider non-poor in your community? What do they have? Livelihood? Level of education of children. How many percentage of the village people non-poor?

FGD Men: 1 Group PWDs: 1 Group Elderly: 1 Group

Description of well being of a child and the family

How do you describe the conditions of a child and family that enjoy wellbeing or good/ better life?

FGD Children

Describe the conditions when you can say that a child and family enjoy wellbeing or good or better life.

FGD


Problems of children and the community

Give five common problems that you encounter in your family, outside your family (roads, common places, school) and the community? Rank these problems by giving the most number of seeds to the top problem.

Ten Seeds

Children

What are the common problem of children, poor families and the community? Rank the problem, 1 as the highest and explain why.

Ranking


B. Physical/ Material Aspect

Resource and Hazard Map

What are the different services and facilities for children? Playground, schools, toilets for boys and girls, etc…?

Resource and Hazard Mapping

Children

In your experience, where do people go or evacuate during a disaster? What are the different facilities that exist in the evacuation places for children? Did you feel safe using them in the past?

Identify the lifelines/basic service/ facilities, infrastructure, school, road network, bridge, settlements, natural drainage, river, disaster prone areas, commonplaces, church and mosque, market, etc… Are there specific services/facilities for children?

Resource and Hazard Mapping




Safe and dangerous places inside the house, roads, common places in the community

What are the safe and dangerous places inside your house and outside your house (roads, playground, and commonplace in your community)?

Town watching Transect walk

Children

What are the safe and dangerous places for your children in your house and in the community?

Town watching Transect walk

Women/men PWDs Elderly

Source of livelihood of the community. Access and control of resources in the community

What are the major sources of income of your family and the community? Alternative livelihood activities? Who manages the budget or resources at the household level? Role of father, mother and children in the management of income/resources in the family?

Pie Chart Children

What are the major sources of income of your family and the community? Alternative livelihood activities? Who manages the budget or resources at the household level? Role of men, women and children in the management of income/resources in the family and the community?

Pie Chart


Living condition/ Environment

Describe the living environment in your community? What type material/s do houses in your community are largely made from? Are there pathways or lanes where people and emergency vehicle can pass through? Are there proper lighting and installation of electrical wires? Does your community possess the capacity to build and maintain community facilities such as water supplies, roads, health centers, and evacuation centers?

FGD


Disaster Preparedness and response

What are the different disasters that you have experienced in your community? What are the actual responses done by children, your family, barangay council, NGOs: before, during and after the disaster hit your community? Do you have a family preparedness plan?

Actual Response Matrix

Children

What are the different disasters that you have experienced in your community? What year did it happen? What are the actual responses done by children, your family, barangay council, NGOs: before, during and after the disaster

Actual Response Matrix Historical Time line




hit your community? Does your community have a clear emergency response and evacuation plan in case of disasters? Do you have emergency response skills such as first aid, search and rescue, water rescue, wireless and radio communications, fire suppressions, water purification, and other related skills?

Information system and dissemination of warning

What information do you receive before a disaster strikes in your community? How is the information disseminated to you and to your family? Does the information reach you and to your family on time? Does it give you time to prepare?

Drawing of information network or system

Children

What information do you receive before a disaster strikes in your community? How is the information disseminated to you and to your family? Does the information reach you and to your family on time? Does it give you time to prepare?

Drawing of information network or system

Women Men

Hazard assessment, understanding on different hazards that might affect their community in the future

What are the different hazards which threaten the children? What are the evident warning signs before the hazard strikes? After seeing/hearing the warning signs, how many hours/days will it happen or take effect in the community? Is it fast onset or slow onset? What month does the hazard usually happens? Duration of impact in the community? If these hazards happen, what are the impacts to you, your family, properties, livelihoods and community critical facilities/lifelines?

Hazard assessment matrix

Children

What are the different hazards which threaten your children, family and community?

Hazard assessment matrix

Women Men PWDs



What are the evident warning signs before the hazard strikes? After seeing/hearing the warning signs, how many hours/days will it happen or take effect in the community? Is it fast onset or slow onset? What month does the hazard usually happens? Duration of impact in the community? If these hazards happen, what are the impacts to you, your family, properties, livelihoods and community critical facilities/lifelines?

Elderly

Common Diseases and where do they go for treatment

What are the common diseases which you experience when there is no disaster? Diseases you experience during disasters? Where do your parents bring you for treatment?

Seasonal calendar

Children

What are the common diseases of children when there is no disaster: 0 m – 1 y/o , 1 – 5y/o, 6 – 12y/o, 13 – 17y/o What are the common diseases of pregnant and lactating women when there is no disaster? Do mothers practice breastfeeding? How many months do they breastfeed their babies? What are the diseases which you experience during disasters? Why?

Seasonal Calendar

Women Men PWDs Elderly

Water and sanitation

Do you have toilet in your house? If none, where do you go for defecation and other sanitation activities? Where do you get your drinking water, when there is no disaster and during disaster? Where do you throw your garbage? Do you know if there is community garbage bin in the area? When is the schedule for garbage collection?

FGD Children



C. Social and Organizational Aspect Different organizations providing basic services to the children and community

What are the different organizations which provide basic services and programs to the children? Is there a child protection program in your community? If any, what is your participation in the process of project development, implementation, monitoring, evaluation and learning? How do these organizations help reduce the disaster risks or help the children prepare for, respond and lessen the impact of disasters?

Venn Diagram Children

What are the different organizations which provide basic services and programs to the children? Is there a child protection program in your community? If any, what is your participation in the process of project development, implementation, monitoring, evaluation and learning? How do these organizations help reduce the disaster risks or help the children prepare for, respond and lessen the impact of disasters?

FGD

Women Men PWDs Elderly

DRR Initiatives/ Programs

Are there specific programs related to disaster risk reduction? Is there a government budget allocation for DRR programs and capacity building activities for local leaders and community members?

Interview

Local government

authorities, teachers, and health workers

School and Health Facilities

Do you have schools and health facilities in your community? If yes, do they have functioning committees that plan and carry out disaster preparedness and prevention measures as well as prepare for response for disasters?

Interview

Local government

authorities, teachers, and health workers

Safe school for children

See ANNEX 2 Checklist Children

Safe community for children

See ANNEX 3 Checklist Children

Situation of children, wo/men, PWDs, elderly and community, when there is no disaster

What are the things you do at home? What household chores do you participate in? What are your contributions to household chores and family livelihood activities? Do you go to school? If not, what do you do?

FGD Children

What is the situation of boys and girls, women/ men, PWDs and elderly in your community, when there is no disaster? What household chores do you participate in? What are your contributions to household chores and family livelihood activities?

FGD Women



D. Motivational/ Attitudinal

Community organization and social activities: Involvement of the children and community

Are there existing children’s organizations in your community? What are the activities that children’s organizations carry out? Describe the level of children’s participation. Lessons learned/good practice

Venn diagram FGD

Children

Are there existing children’s, wo/men, and elderly, PWDs or community based organizations in your community? Are there savings and credit schemes available to vulnerable groups in your community? What are the activities that the said organizations carry out? Describe the level of children’s participation. Lessons learned/good practice

Venn diagram FGD

Women



Annex 2

Child Injury Prevention and Control Program

SAFE SCHOOL ASSESSMENT TOOL

Name of School: ___________________________________________ Public Private Category: Pre-school Primary/Elementary Secondary/High School Location: _____________________________________________________________________ Name of Respondent: _______________________________ Designation:________________

Instructions: Please check appropriate box/es. Fill-up blank spaces if necessary.

I. SURROUNDINGS (inside & outside school premises)

A. Visible warning signage (ex. school zone, slow down, children crossing, Warning! High Voltage) Present Absent

B. Crossing guard Present Absent C. No harmful plants and trees Présent Absent D. School perimeter fence/wall Present Absent E. Presence of Security Guard/ Village Policemen eg. Gate keep/traffic

Present Absent

II. LOCATION In Flood Plane area YES NO At the foot of the Mountain (potential for landslides) YES NO Near the river YES NO In front of the beach YES NO Beside the hi way YES NO Near a piggery or poultry house or factory YES NO

III. PHYSICAL STRUCTURES

A. CLINIC with personnel and enough supplies Present Absent B. CLASSROOM has adequate:

1. Lighting YES NO 2. Number of desks/chairs YES NO 3. Space between seats YES NO 4. Ventilation (ex. electric fan/exhaust fan) YES NO 5. Electrical outlets with cover YES NO

Absence of scattered objects/things on the floor? YES NO



If no, check the appropriate box/es below:

Toys Food Scissors or other sharp objects Others________ Good condition and retrofitted of facilities/structures within the classroom:

Doors YES NO Ceiling YES NO Walls YES NO Seats YES NO Floor YES NO

C. TOILET

Toilet facilities/structures are in good condition: YES NO If no, check the appropriate box/es below:

Mirror Toilet bowl Floor Door Ceiling Wall Others________

D. PLAYGROUND

1. Free of stray animals YES NO NA 2. Clean (no scattered trash/rubbish) YES NO NA 3. Proper fencing (no barbed wires/pointed/sharp objects) YES NO NA 4. Flooring of play facilities: YES NO NA

SLIDE SWING MONKEY BAR SEE-SAW

Sand

Soil

Cement

Rubber Mat

E. GYMNASIUM

Sport facilities/equipment are properly installed: YES NO NA If no, check the appropriate box/es below:

Basketball ring/board Ceiling Floor Door Volleyball net/posts Others________

F. SWIMMING POOL, If any: YES NO NA If yes, check the appropriate box/es below: 1. Fenced YES NO 2. With lifeguard YES NO 3. Posted warning signs YES NO

G. HALLWAY has the following: 1. Pathway free from obstructions/holes YES NO 2. Non-slippery flooring YES NO 3. Identified Emergency Exit/signage YES NO 4. Adequate lighting YES NO

H. STAIRWAY has the following:

1. Handrails on both sides YES NO 2. Free from obstructions/holes YES NO 3. Non-slippery flooring YES NO 4. Adequate lighting YES NO 5. With directional signage (ex. keep right, emergency exit) YES NO

I. CANTEEN has the following:



COMMENTS/REMARKS:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Name of Assessor: _____________________________________ Designation: ____________________________

Print name and signature

Date of Assessment: ______________________

1. Non-slippery flooring YES NO 2. Regularly maintained fire extinguisher YES NO 3. No leaking LPG (odorless) YES NO

J. LABORATORY/TECHNOLOGY SHOP has the following:

1. Tidy tool-room/box/cabinet (proper labels/tools in place) YES NO NA 2. Proper electrical connections (no octopus) YES NO NA 3. Posters with Safety Tips YES NO NA 4. Properly placed and secured chemicals YES NO NA 5. Regularly maintained fire extinguisher YES NO NA 6. Adequate safety equipments/gadgets YES NO NA 7. Flooring has the following:

a. Color coding for safety YES NO NA b. Clean, non-slippery (ex. no oil spills) YES NO NA c. Enough working space YES NO NA

K. SAFETY MANUAL YES NO (Integrated in student’s handbook/subject)

L. SCHOOL SAFETY PROGRAM YES NO M. School DRR/Emergency Preparedness Plan e.g.fire escape plan YES NO N. Existence of Proper Drainage System e.g. Canal and water exit YES NO O. School Proper waste Disposal System YES NO P. Regular Emergency and Evacuation Drills, e.g. fire or earthquake drills YES NO Q. Student/teachers regular training or trained on BLS and First Aid YES NO R. Presence of a school nurse or trained paramedics in the schools YES NO S. Safety and Rescue Equipments e.g. fire extinguisher, ropes, ladder etc YES NO T. DRR and CCA integrated in the curriculum YES NO U. Students (PGO-SBO) are involve in the risk assessments in the school community

YES NO

Source: Training Module n the Administration of Safe Settings Assessment Tools, DOH and DepEd, May 2009



Annex 3

Child Injury Prevention and Control Program SAFE COMMUNITY ASSESSMENT TOOL

Name of Community: ______________________________________________________

(Barangay) (Municipality) (District) (City/Province)

Location: From ________________________ To _____________________________

Rural Urban

Time of observation started: __________ Time of observation ended: __________

Instructions:

1. Please observe the environment and risk-behaviors for a period of one (1) hour. 2. Under the ENVIRONMENT column, tick the appropriate box. 3. Under the BEHAVIOR column, observe AT LEAST TEN (10) INDIVIDUALS.

Encircle the number observed for each item.

ENVIRONMENT YES NO N/A BEHAVIOR* Number Observed

I. ROAD SAFETY

1. Road Free from obstructions (e.g.

palay, copra, barriers, basketball

court, etc.)

a) Children playing/begging/

selling on the street

0 1 2 3 4 5 6 7 8 9 ≥10

Covered manhole

No stray animals

2. Pedestrian Presence of sidewalk b) Pedestrians using

the sidewalk

0 1 2 3 4 5 6 7 8 9 ≥10

c) Sidewalk/street

vendors

0 1 2 3 4 5 6 7 8 9 ≥10

d) Children texting/playing video

games while walking

0 1 2 3 4 5 6 7 8 9 ≥10



Visible pedestrian lane e) Pedestrians using

the pedestrian lane

0 1 2 3 4 5 6 7 8 9 ≥10

f) Children crossing with

guide/adult supervision

0 1 2 3 4 5 6 7 8 9 ≥10

Presence of footbridge g) Pedestrians using

the footbridge

0 1 2 3 4 5 6 7 8 9 ≥10

Presence of signage (ex. school

zone, give way, no crossing)

h) Pedestrians following

signage instructions

0 1 2 3 4 5 6 7 8 9 ≥10

Presence of traffic enforcer/aid,

crossing guard

i) Traffic enforcer/aid or

crossing guard assisting children

0 1 2 3 4 5 6 7 8 9 ≥10

Presence of pedestrian crossing

signs/lights

j) Pedestrians obeying

crossing signs/lights

0 1 2 3 4 5 6 7 8 9 ≥10

3. Passenger With designated

loading/unloading areas

k) Passengers embarking/

disembarking on loading/

unloading areas

0 1 2 3 4 5 6 7 8 9 ≥10

l) Passengers wearing

safety helmet while riding in

tandem on a bicycle/motorbike

0 1 2 3 4 5 6 7 8 9 ≥10

m) Passengers using

seatbelts/child restraints

0 1 2 3 4 5 6 7 8 9 ≥10

4. Motorist Visible road markings with

reflectors

n) Motorists obeying

loading/unloading sign

0 1 2 3 4 5 6 7 8 9 ≥10

Presence of traffic/road signs

(ex. no parking, pedestrian

crossing, destination signs)

o) Motorists giving

way to pedestrians crossing

0 1 2 3 4 5 6 7 8 9 ≥10

p) Motorists complying

with loading capacity

0 1 2 3 4 5 6 7 8 9 ≥10

Presence of functional traffic

lights

q) Motorists obeying

traffic lights/signals

0 1 2 3 4 5 6 7 8 9 ≥10



r) Motorists using

mobile phones while driving

0 1 2 3 4 5 6 7 8 9 ≥10

ENVIRONMENT YES NO N/A BEHAVIOR Number Observed

II. OTHER PUBLIC

PLACE/STRUCTURE

1. Electrical Post Secured electric post (non-

leaning)

Power lines/cables free from

obstructions or not entangled

from tree branches/streamers

2. Recreational

Areas

a. Playground Visible warning/cautionary notices

(ex. slippery, drinking liquor not

allowed)

s) Children following safety tips/

warning/cautionary notice

0 1 2 3 4 5 6 7 8 9 ≥10

Safety tips posted (ex. wear

appropriate attire)

t) Children playing

supervised by adults

0 1 2 3 4 5 6 7 8 9 ≥10

Barrier fence/enclosure present u) Children climbing

fences/other high structures

0 1 2 3 4 5 6 7 8 9 ≥10

Well-maintained & functional

facilities (no broken parts)

b. Swimming pool

& other bodies

of water, e.g.

beach, rivers,

lakes, ponds,

streams, creeks,

‘esteros’

Visible warning/cautionary notices

(ex. no diving, depth level marks,

drinking liquor not allowed)

v) Children following safety tips/

warning/cautionary notice

0 1 2 3 4 5 6 7 8 9 ≥10

Safety tips posted (ex. wear

appropriate attire, water safety

instructions)

w) Children swimming

supervised by adults

0 1 2 3 4 5 6 7 8 9 ≥10

Barrier fence/enclosure present x) Children climbing

fences/other high structures

0 1 2 3 4 5 6 7 8 9 ≥10

Presence of life guard y) Children attending

swimming lessons

0 1 2 3 4 5 6 7 8 9 ≥10

Well-maintained & functional

facilities (not rusty, no broken



parts/ structures)

Source: Training Module n the Administration of Safe Settings Assessment Tools, DOH and DepEd, May 2009

COMMENTS/REMARKS:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Name of Assessor: _____________________________________ Designation: ____________________________

Print name and signature

Date of Assessment: ______________________



Annex 4

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. Meet with the village leaders? Agree who will undertake the assessment, who will

facilitate and who will be the participants. Ensure that women, men, youth and children are represented. Assign a facilitator and documenter.

Select the appropriate assessment tools. Schedule the assessment and the target place. Undertake disaster risk assessment: (Gather data and analyze them, prioritize disaster

risk identify particular strengths, weaknesses, enumerate the elements to be possibly affected by hazards/disaster and major problems of the community).

Based on the assessment, identify possible solutions and alternatives.

Present the result in a General Assembly for ratification.

Prioritize the solutions that were previously identified.

Discuss and plan collectively, identify roles and who will be responsible for these roles.

Implement the risk reduction plan.

TOOLS USED IN COPRAP

Note: The tools below were used in the Action Research entitled Child Oriented Participatory

Risk Assessment and Planning done in Barangay Banaba, San Mateo Rizal. It was seen

effective during the actual experience. The risk assessment tools numbers 3,4,5,6,7 and 8 were

originally created and used during the action research while numbers 1-2, 9-12 were derived

from other Risk assessment tools. However, you may innovate the COPRAP tools by changing

the materials to be used depending upon the materials available, and also by changing the

procedures into more appropriate methods depending on the culture, situation and other factors.

The range of the age of the participants may also vary from suggested range.

1. Representation of Myself

Description: This refers to the drawing of a thing, animal or plant that represents or illustrates

yourself. This is best to do at the beginning to create ease among the participants. This strategy

may be used by children, preferably of ages 7 to 17.

Objective: To build rapport and create ease between the facilitator and the participants, and

to know and identify the strengths and weaknesses of the children participants.

Materials: May use bond paper and crayon, pencil or ballpen.



Procedure

1. Ask the participants to draw the most fitting illustration of themselves, may be a thing, animal or plant.

2. Ask each to present and explain how his or her drawing reflects himself or herself. 3. Thank the participants after the presentation. 4. Make sure that someone records the comments of each child. 5. Summarize and point out that each one has different characteristics, likes and dislikes.

Encourage each one to accept and respect others, even if they are different from us.

2. Safe and Dangerous Place

Description: This refers to the picture of the child‟s place regarded as safe and dangerous. This

tool is more often recommended to children ages 7 to 12.

Objective: To check if the child has knowledge of safe and dangerous place, and how s/he

perceives them.

Materials: May use bond paper and crayon, or may also use clay.

Procedures:

1. Ask each child to draw using crayon or to mold using clay his or her house and its surroundings.

2. Ask the children to put identifying marks on the safe places inside and outside his/her house, using a specific color

3. Let the children to put identifying marks on the dangerous places inside his/her house using a different color from the safe ones.

4. Allow them to report and explain their work after the activity. 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.

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

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

9. 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.

10. Place the plastic cover over the spot map after the “most dangerous”, “slightly dangerous” and “safe” areas have been colored distinctively depending on what has been agreed upon.

11. Allow them to report their work after everyone has finished. 12. Make sure that someone records the comments. 13. Summarize the hazards that the community face and the resources that the community

owns

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.

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.

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



Annex 5 Most Commonly Used PRA Tools

Timeline Description Timeline is a very simple tool that narrates the disaster history and significant events that happened in the community. One column gives the year and the other column lists down the events that took place. Objective To learn what are the significant disaster events that occur in the community Sample Key Questions 1. What are the disaster events that happened or are happening in the community? When did they happen? 2. What significant events affected the community? When did they happen? How to Facilitate This is a very effective tool to use while waiting for community members to arrive. 1. A PDRA facilitator can begin by asking a few community members about what disasters happened in their community and what year did they occur. 2. The PDRA facilitator can initiate writing the answers on a flip chart. 3. As community members are discussing, writing on flip chart can be passed on to a community member who is able to do this.

Hazard and Resource Map Description Community members know the hazards that confront their communities. For their sake alone, they do not have to draw the hazard map. Hazard maps are made for the benefit of “outsiders” like NGO workers. But hazard and resource mapping is a tool that allows community members to identify graphically the vulnerable members of the community especially the elderly and disabled who are put at risk by hazards like floods. This tool also enables community members to look at their resource base and make an inventory of their capacities. Children make very good maps of their community.



Objectives 1. To identify areas at risk from specific hazards and the vulnerable members of the community 2. To identify available resources that could be used by community members in disaster risk management Sample Key Questions 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? How to Facilitate Mapping is another activity that can be done while waiting for other members of the community to arrive. This activity can always be interrupted any time. If the map is made on a flip chart, this can be hung on a wall where community members can add to the map any time they want. Oftentimes, community members will just draw the map using sticks or their fingers on the ground. Do not interrupt the process. The note taker will then have to copy the map on his/her notes. 1. The PDRA facilitator asks the community members to identify a landmark in the community. 2. Initially, the PDRA facilitator puts a mark or a stone to stand for the landmark. 3. The PDRA facilitator asks the community members to draw the boundaries of the community. 4. This will be followed by drawing the location of houses, critical facilities and resources in the community. 5. The PDRA facilitator asks questions like who have access and control over the resources 6. Community members will then be asked to mark the areas at risk from hazards like drought or flood. 7. After this, community members will identify who are the members of the community who are most at risk because they are in vulnerable locations and have little resources to prepare for or recover from a disaster.



Seasonal Calendar Description The seasonal calendar contains a lot of information about seasonal changes and related hazards, diseases, community events and other information related to specific months of the year. Using ten stones (ten being the highest score) indicates degree, severity or extent of the change. Objective To learn about seasonal activities, hazards and disasters Sample Key Questions 1. What are the different seasons in a year? 2. What are the hazards/disasters that occur in the community? When do they happen? 3. When is there scarcity in food supply? 4. What are the common illnesses during rainy season or cold season? How to Facilitate 1. The PDRA facilitator must prepare a calendar on a flip chart before the activity. 2. It is common to start this activity by asking the community members which months are the rainy and summer seasons or when are the planting and harvest seasons. 3. Different community members use different ways to mark the calendar. Some draw straight lines to indicate the months of the rainy and summer seasons. Others use a tick (_) or (X) per month to say that these are the cold or the hot months. Still, others use symbols like the sun to indicate summer or rice stalks to indicate harvest season. There are many creative ways people use to express themselves.

Ranking Description 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 reasons why problems or needs must be order in such a way. The value of this exercise to the community is that it facilitates discussion and negotiation. Objective To know the priorities of community members or the most significant problems faced by the community.



Sample Key Questions 1. Why are young people in the community using drugs (narcotics)? 2. If you are to rank all the reasons, which is the first biggest factor why young people take drugs? 3. Which is the second? The third? How to Facilitate 1. The PDRA facilitator asks the community members or the young people what they think the reasons are why young people take drugs. 2. These reasons are listed down on a flip chart either by the facilitator or a member of the community. 3. After all the reasons have been listed down, facilitator asks the community members to rank the causes of drug addiction of young people in the community. Do NOT use marker as ranking can change as community members discuss. 4. 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. 5. When markers are used to rank, community members sometimes hesitate to erase their ranking.

Transect Walk Description Transect walk is a highly enjoyable activity since this involves walking in the community following a certain path or direction. When someone dominates the group discussion, it is advisable to involve that person in transect walks. Objective To get a picture of the vulnerability of the community and the resources that are available or maybe available for disaster risk management Sample Key Questions: 1. What resources and facilities can be found in upland areas? 2. What resources and facilities can be found in lowland areas? 3. What resources and facilities can be found near the sea shore? 4. What resources and facilities can be found in the sea? How to Facilitate



1. Discuss with community members the kind of information needed from this activity i.e. areas at risk to flooding or fire, resources available and which may be at risk too, critical facilities and others. 2. Get advice from community members what direction to take and the best path to follow. 3. Walk with community members who can give information while transect walk is being made. 4. PDRA facilitator and note taker write down their observations and input from community members. 5. Draw the map after the transect walk and validate with key informants from among community members.

Historical Transect Description Historical transect is the graphic presentation of the history of disasters and development in the community. Community members can review their history based on a ten-year or a five-year period. They can also decide that the last five years may be the most important period to trace the impact of disasters on their lives. Objectives 1. To learn about the history of disasters in the community, the factors that led to the disasters and the impact on the environment and people‟s lives 2. To describe how much natural resources have been affected by disasters and how much more could be remaining Sample Key Questions 1. What is the impact of the hazard (for example: flood, drought, forest fire) in your life? In the environment? 2. Has the impact always been like this? 3. When did you begin to notice that the impact of these disasters have started to become more serious than before? 4. Why are these disasters more serious than before? How to Facilitate After hazard mapping, historical transect can be used to explain the causes and effects of disasters in the community. 1. The PDRA facilitator asks the community members about the impact of disaster/s in their lives. 2. Facilitator writes the year the disaster/s took place. 3. A follow up question on the causes of the disaster/s is asked by the facilitator. Answers are written initially by the facilitator.



4. Facilitator then asks the community members if there were those kinds of disasters maybe fifty years ago. Facilitator suggests that community members review their community history fifty years back or 30 years back, dividing the period every 10 or 5 years. 5. Recording the answers is then handed over to a member of the group.

Matrix Ranking Ranking tools are used to prioritize hazards or disaster risks, needs or options. Description There are many variations of ranking. The example below uses a set of criteria to determine the impact of the disasters on people‟s lives. The community members use beans to rank the hazards. Ten beans are used to indicate the most significant indicator and 1 bean to indicate the least significant indicator. Objectives To determine the hazard that has the most serious impact on the community. Sample Key Questions 1. What are the hazards the community face? 2. What is the impact of each hazard? 3. Which is the most destructive of all the hazards? How to Facilitate Some PDRA facilitators find it hard to use matrix ranking because indicators can be difficult to establish. If community members are asked what indicators they use, they may not be able to understand what PDRA facilitators mean. 1. PDRA facilitator or community member lists down the hazards. This list can be extracted from the seasonal calendar and mapping activities. 2. The facilitator then asks the community members for the impact of the hazard. Broad categories are impact on life, property, critical facilities like irrigation, public buildings, and the environment. 3. For example, the facilitator can ask: “What happens to your house when there is a flash flood?” 4. Try asking at least one impact per hazard. The list of impacts can be used as the set of indicators. See the example below. 5. Ask the community members to look at the list of indicators

Proportional Piling Description



Proportional piling is another tool to rank priorities. Instead of counting the beans, community members use piles of beans to indicate categories such as low, medium or high. As discussed earlier, ranking exercises call for negotiation, so it is not advisable to use markers unless an agreement among community members has been reached. Using piles of beans or corn seeds to rank is more flexible than using markers. Community members can add or reduce the number of beans. Objective To determine the most critical facilities at risk Sample Key Questions 1. What critical facilities are at risk during flooding? 2. Which of these facilities face the most risk? How to Facilitate 1. PDRA facilitator asks the community members to identify the most important facilities in their community that may be affected by floods. 2. Facilitator or a community member lists down the critical facilities. 3. Facilitator explains to the community that they will use 3 categories – low, medium, high. These categories will be represented by piles of beans or corn seeds – small pile of beans for low category or big pile of beans for high category. 4. Facilitator asks the community to rank the critical facilities.



Annex 6

Result of WV Pilot Testing 1) Mapping our community

a) Children were grouped according to their municipalities.

b) Each group draws a map of their community (can be municipality or barangay).

c) In the map, children should put a check mark for any symbols that are “safe” and an x mark for

symbols that are “unsafe” d) Reporting:

Municipality Safe & Why Not Safe / Why Resources Means of

Livelihood

Mainit Houses that are

a bit far from the

main road, gym,

municipal hall,

schools

Brgy Binga has

an active

volcano; one is

near the mainit

lake; brgy

magsayao naa

risk sa baha; brgy

san francisco has

cracks sa lupa

due to mining

activity; matin-ao

maagian sa baha

and naay quarry;

bahaan ang

dalan,

Dagat, houses,

palayan, bukid

Farming, fishing

Tubod Church, multi-

purpose hall

Basketball court

because possible

matumbahan sa

trees that are

surrounding the

court; may

minahan;

possible landslide

dahil gamay na

lang kahoy;

Puno sa bukid,

palay

Farming, a few

are in mining

Bugas of Placer

municipality

Houses kay pag-

ulan makasilong,

barangay hall

where people do

meetings,

elementary

Church kc

malapit sa hi-way

na may

dangerous curb,

ilog kc ang mine

waste punta sa

Mga kahoy,

palayan

Manglaras ug

lubi, farming



school ilog – a number

of carabaos died

poised by mine

wastes including

fishes, this is risk

also

Alegria (central

part)

School ky layo sa

kalsada and ilog,

market kay

presko ang mga

baligya,

municipal hall ky

naa police,

church, internet

café kc means

for research

work, health

center located

behind the

municipal hall

Highway kay

accident,

treasure hunting

in brgy ombong,

naa sa leaking in

this brgy

Palayan, Farming,

In summary:

Resources palayan

Livelihood Farming, mining (small scale), fishing

Problem Highway accident, landslide, flashflood, mahabang tag-ulan

Others that cropped during the processing:

SK not active, not suod sa ubang kabatan-onan, lingaw-lingaw lang

kadalasan

Pregnancy among kabatan-onan

Mababa ang confidence among kabataan kasi kinakantyawan by others

Epekto ng Pagmimina Yuta – leakage

Ilog – poison, waste

2. Visioning and personal pledge

Facilitator: Gumawa ng isang malaking drawing na magre-reflect ng isang barangay na mababa ang panganib sa sakuna.

o Gigzter May health center at pulis sa munisipyo Mula sa munisiplyo pwede ng lakarin papuntang public market Malapit din ang simbahan sa munisipyo Madevelop ang science center Kahit maliit na bahay may mga halaman, puno at hayop Dapat maraming puno kasi kung wala kang kausap, pwede mo kausapin ang

mga puno

o Aspirants



Sun symbolizes the goal May mga houses na may families and children sa communities May mga punong kahoy Sa bahay segregated ang basura Libre ang gamot, pag-aaral Maunlad na ang lugar, me building pero may ilog sa likod upang Makita pa rin

ang kagandahan ang paligid

o Lil Saints Ang plaza dapat may playground, May mga bangko para maka-relax sa park Dapat maayos ang church para matugunan ang spirituality Dapat may pulis station Palengke – available ang basic needs Dapat eskwelahan from elementary to college

o KPNB

Sa daycare nag-aaral ang maliliit Sa bukid may mga puno at mga pananim Yung farm products dinadala sa market para itindi para may kita

Discussion:

o Maganda ang ginawa ninyo dahil kahit na may pag-unlad, makikita na may nature pa rin na nakapaligid

o Hanga’t maari, panatiilin ang kalikasan dahil ito ay forever May magagawa tayo – bawat isa sa atin. Pwedeng personal, kasama ang paaralan, komunidad, grupo. Ano ang maari ninyong ipangako sa sarili upang maging makatotohanan at makabuluhan sa gawaing komunidad. Yung possible ninyong gawin at kaya ninyong gawin ng katawan, isip, at spiritual

****



References

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

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

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. Website: www.cdp.org.ph

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.

Participatory Capacity Vulnerability Assessment Guide, Christian Aid

http://pdr-sea/publicat

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