International Journal of Disaster Risk Reduction, 2020
This paper was developed to stimulate discussion across the broad global community of practice en... more This paper was developed to stimulate discussion across the broad global community of practice engaged in child-centred risk reduction and school safety, in discussion, co-development and action-planning. The purpose of the research was to develop a framework and roadmap to answer the questions of how to best design, develop, evaluate, and implement child-centred risk reduction (CCRR) and school safety (SS) policies and practices with documented outcomes and impacts, sustainably and at scale? A mixed methods design included 1) a researcher-practitioner survey 2) bibliometric and stakeholder network analysis 3) face-to-face consultations with more than 250 members of the wider researcher-practitioner community in eight locations around the globe, with the aim of identifying research and practice links, gaps and priorities. Collective impact theory was used to build a guiding framework and to elaborate a strategic roadmap for organisations and individuals to move to a new way of working collaboratively and programmatically. Recommendations are elaborated in five areas 1. Promote research-practice collaboration: adopt a common agenda and focus and identify partnerships. 2. Advocate for organisational and sector culture change to support a shift to evidence-based, programmatic agenda and work. 3. Promote evidence-based practice, practice-based evidence and research utilisation. 4. Build capacity, through communities of practice, competency framework, and professional development to ensure best practice in day-today work. 5. Future research questions: related to the draft roadmap, a set of logically linked research questions for consideration and discussion by the CCRR/SS community.
International Journal of Disaster Risk Reduction, 2017
This study provides insights on the impacts of both large and small-scale floods in the education... more This study provides insights on the impacts of both large and small-scale floods in the education sector of Metro Manila, Philippines and how they may contribute in Global Leaning Crisis. It highlights the impacts of small-scale floods which are often unrecognised as they fail to meet the very definition of disaster with the widest global consensus. The methodological framework for this study consists of three different methods including secondary data collection, focus group discussion, and workshop involving students, teachers, school administrators and staffs from selected public schools. Findings suggest that impacts of small-scale floods to school communities (students, teacher and staffs) particularly to the most marginalized students were considerable and their cumulative impacts may be comparable or more important than large-scale floods. Yet, they remain poorly documented and are not addressed by any disaster risk reduction policies in the country. In addition, local capacities of school communities which are more apparent in times of small-scale floods are also neglected. The study then argues that meaningful policies and actions which aim to reduce disaster risk and thus address global learning crisis in the education sector should fully consider small-scale disasters and floods.
Proceedings of the ICE - Maritime Engineering, 2007
On 26 December 2004, one of the largest earthquakes of the last 100 years occurred off the Indone... more On 26 December 2004, one of the largest earthquakes of the last 100 years occurred off the Indonesian coast, causing ground shaking over a wide region, and triggering a massive and destructive tsunami, which devastated the coasts bordering the Indian Ocean causing huge loss of life. Many parts of this coastline are popular holiday destinations and a large number of European tourists were in the region at the time, and as many as 4000 of these tourists may have been UK citizens. To find out more about the experiences of these tsunami eyewitnesses, supplementing data on the event assembled by reconnaissance teams, a study was carried out to locate and interview eyewitnesses. During the course of the research some 87 eyewitness accounts were obtained, and these have been assembled into a database from which some preliminary analysis has been made. This paper contains a summary of the project. It describes the methods used, gives extracts from the eyewitness accounts, provides some cros...
... to both institutional emer-gency management as well as to spontaneous mobilization of converg... more ... to both institutional emer-gency management as well as to spontaneous mobilization of convergent ... Available: training.fema.gov/EMIWeb/down-loads/is31717SearchandRescue.pdf (15.02.04 ... Harkins, J., Collins, L., Petal, M. (2003) Community Disaster Volunteers 1-Curriculum ...
Prepared for the International Conference on …, 2008
Introduction The goal of developing 'disaster-resilient communities' is widely understo... more Introduction The goal of developing 'disaster-resilient communities' is widely understood to rest heavily upon the success of disaster risk reduction education. The integration of both formal and informal education through schools is the one way to ensure that these messages reach ...
� To learn the basics of disaster awareness for individuals, families and organizations (assessme... more � To learn the basics of disaster awareness for individuals, families and organizations (assessment and planning, physical protection, response capacity development). � To acquire the knowledge, behavior and attitudes of a role model, applying and promoting basis disaster awareness and disaster risk reduction into personal and professional culture and practice. � To learn about normal behavior under abnormal conditions. � To discover community responder roles in disaster mental health. � To learn the foundations of disaster mental health and the basic principals and skills of psychological first aid. � To learn trauma identification and referral skills. � To develop and reinforce awareness of stress & coping mechanisms. loss and grief. � To learn active listening skills. � To learn acute intervention techniques to assist people the immediate
The goal of developing ‘disaster-resilient communities ’ is widely understood to rest heavily upo... more The goal of developing ‘disaster-resilient communities ’ is widely understood to rest heavily upon the success of disaster risk reduction education. The integration of both formal and informal education through schools is the one way to ensure that these messages reach into every home and community and that learning is sustained into future generations. This note elaborates the scope of formal and
The Australian journal of emergency management, 2016
There has been an increasing research and policy focus internationally on the role of child-centr... more There has been an increasing research and policy focus internationally on the role of child-centred disaster risk reduction and resilience (CC-DRR), including disaster risk reduction and resilience education programs for children and youth. This paper summarises developments and emphasises current progress and challenges. While research has increased in the past 15 years, there are significant research gaps, including those regarding the effectiveness of programs and their relatively patchy implementation. How to solve these problems has been the focus of a world-first national program of research funded by the Bushfire and Natural Hazards CRC. Building on international and national research to date, this paper focuses on the question of "how can we create, evaluate, implement and scale up CC-DRR programs that work over time, including during disasters and into adulthood, to reduce risk and increase resilience for children, youth, schools, households and communities?" This...
International Journal of Disaster Risk Reduction, 2020
This paper was developed to stimulate discussion across the broad global community of practice en... more This paper was developed to stimulate discussion across the broad global community of practice engaged in child-centred risk reduction and school safety, in discussion, co-development and action-planning. The purpose of the research was to develop a framework and roadmap to answer the questions of how to best design, develop, evaluate, and implement child-centred risk reduction (CCRR) and school safety (SS) policies and practices with documented outcomes and impacts, sustainably and at scale? A mixed methods design included 1) a researcher-practitioner survey 2) bibliometric and stakeholder network analysis 3) face-to-face consultations with more than 250 members of the wider researcher-practitioner community in eight locations around the globe, with the aim of identifying research and practice links, gaps and priorities. Collective impact theory was used to build a guiding framework and to elaborate a strategic roadmap for organisations and individuals to move to a new way of working collaboratively and programmatically. Recommendations are elaborated in five areas 1. Promote research-practice collaboration: adopt a common agenda and focus and identify partnerships. 2. Advocate for organisational and sector culture change to support a shift to evidence-based, programmatic agenda and work. 3. Promote evidence-based practice, practice-based evidence and research utilisation. 4. Build capacity, through communities of practice, competency framework, and professional development to ensure best practice in day-today work. 5. Future research questions: related to the draft roadmap, a set of logically linked research questions for consideration and discussion by the CCRR/SS community.
International Journal of Disaster Risk Reduction, 2017
This study provides insights on the impacts of both large and small-scale floods in the education... more This study provides insights on the impacts of both large and small-scale floods in the education sector of Metro Manila, Philippines and how they may contribute in Global Leaning Crisis. It highlights the impacts of small-scale floods which are often unrecognised as they fail to meet the very definition of disaster with the widest global consensus. The methodological framework for this study consists of three different methods including secondary data collection, focus group discussion, and workshop involving students, teachers, school administrators and staffs from selected public schools. Findings suggest that impacts of small-scale floods to school communities (students, teacher and staffs) particularly to the most marginalized students were considerable and their cumulative impacts may be comparable or more important than large-scale floods. Yet, they remain poorly documented and are not addressed by any disaster risk reduction policies in the country. In addition, local capacities of school communities which are more apparent in times of small-scale floods are also neglected. The study then argues that meaningful policies and actions which aim to reduce disaster risk and thus address global learning crisis in the education sector should fully consider small-scale disasters and floods.
Proceedings of the ICE - Maritime Engineering, 2007
On 26 December 2004, one of the largest earthquakes of the last 100 years occurred off the Indone... more On 26 December 2004, one of the largest earthquakes of the last 100 years occurred off the Indonesian coast, causing ground shaking over a wide region, and triggering a massive and destructive tsunami, which devastated the coasts bordering the Indian Ocean causing huge loss of life. Many parts of this coastline are popular holiday destinations and a large number of European tourists were in the region at the time, and as many as 4000 of these tourists may have been UK citizens. To find out more about the experiences of these tsunami eyewitnesses, supplementing data on the event assembled by reconnaissance teams, a study was carried out to locate and interview eyewitnesses. During the course of the research some 87 eyewitness accounts were obtained, and these have been assembled into a database from which some preliminary analysis has been made. This paper contains a summary of the project. It describes the methods used, gives extracts from the eyewitness accounts, provides some cros...
... to both institutional emer-gency management as well as to spontaneous mobilization of converg... more ... to both institutional emer-gency management as well as to spontaneous mobilization of convergent ... Available: training.fema.gov/EMIWeb/down-loads/is31717SearchandRescue.pdf (15.02.04 ... Harkins, J., Collins, L., Petal, M. (2003) Community Disaster Volunteers 1-Curriculum ...
Prepared for the International Conference on …, 2008
Introduction The goal of developing 'disaster-resilient communities' is widely understo... more Introduction The goal of developing 'disaster-resilient communities' is widely understood to rest heavily upon the success of disaster risk reduction education. The integration of both formal and informal education through schools is the one way to ensure that these messages reach ...
� To learn the basics of disaster awareness for individuals, families and organizations (assessme... more � To learn the basics of disaster awareness for individuals, families and organizations (assessment and planning, physical protection, response capacity development). � To acquire the knowledge, behavior and attitudes of a role model, applying and promoting basis disaster awareness and disaster risk reduction into personal and professional culture and practice. � To learn about normal behavior under abnormal conditions. � To discover community responder roles in disaster mental health. � To learn the foundations of disaster mental health and the basic principals and skills of psychological first aid. � To learn trauma identification and referral skills. � To develop and reinforce awareness of stress & coping mechanisms. loss and grief. � To learn active listening skills. � To learn acute intervention techniques to assist people the immediate
The goal of developing ‘disaster-resilient communities ’ is widely understood to rest heavily upo... more The goal of developing ‘disaster-resilient communities ’ is widely understood to rest heavily upon the success of disaster risk reduction education. The integration of both formal and informal education through schools is the one way to ensure that these messages reach into every home and community and that learning is sustained into future generations. This note elaborates the scope of formal and
The Australian journal of emergency management, 2016
There has been an increasing research and policy focus internationally on the role of child-centr... more There has been an increasing research and policy focus internationally on the role of child-centred disaster risk reduction and resilience (CC-DRR), including disaster risk reduction and resilience education programs for children and youth. This paper summarises developments and emphasises current progress and challenges. While research has increased in the past 15 years, there are significant research gaps, including those regarding the effectiveness of programs and their relatively patchy implementation. How to solve these problems has been the focus of a world-first national program of research funded by the Bushfire and Natural Hazards CRC. Building on international and national research to date, this paper focuses on the question of "how can we create, evaluate, implement and scale up CC-DRR programs that work over time, including during disasters and into adulthood, to reduce risk and increase resilience for children, youth, schools, households and communities?" This...
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Papers by Marla Petal