This guidance note is intended primarily for health actors working in emergency and disaster risk management (hereafter 'emergency risk manag
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ement') at the local, national or international level, and in governmental or nongovernmental agencies. People with disabilities, those working in the disability sector and those working in other sectors that contribute to improved health outcomes related to emergency risk management, may also find this guidance note useful.
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Asia-Pacific Disaster Report 2017
The report looks at the extent and impact of natural disasters across the region and how these intersect with poverty, inequality and the effects of violent conflict. But it also shows how scientific and other ad
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vances have increased the potential for building disaster resilience and ensuring that even in the most extreme circumstances people can survive disaster impacts and rebuild their communities and livelihoods.
Disaster resilience is a key element of the 2030 Agenda for Sustainable Development. The Sustainable Development Goals are based on the premise of reaching absolutely everyone. When the drought is assessed, when the flood warnings are broadcast, when the tsunami siren sounds, the aim is to ‘leave no one behind’.
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For centuries, indigenous peoples around the world have used their traditional knowledge to prepare for, cope with and survive disasters. Their methods and practices originated within their communities and have been maintained and passed down over generations. Until recently, policy makers have larg
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ely ignored this vast body of knowledge, in favor of ‘Western’ science and technologybased methods of disaster risk reduction and response. Today, however, many of these traditional practices are considered important and necessary contributions to the conservation of biodiversity and environmental sustainability. Yet at the same time, this knowledge is under constant threat of being eroded or lost, making these communities more vulnerable...
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The guide aims to provide health and DRM practitioners, planners and policymakers across sectors with targeted information to help them strengthen national health systems and integrate the risks of disease outbreaks in national DRR strategies
The following are some of the principles and approache
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s that have been based on lessons learned to date and may be considered to ensure effective all-hazards health EDRM, including prevention and preparedness for disease outbreaks, are addressed as part of the multihazard, multisectoral approach to developing or updating DRR strategies
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This publication presents guidance on good practice from the Ayeyarwaddy Delta in Myanmar, outlining the key factors which contributed to the successful implementation and outcome of a range of community-based Disaster Risk Reduction initiatives imp
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lemented by the Myanmar Consortium for Community Resilience (MCCR).
The content was developed over a period of two months between November-December 2015, involving a desk review of MCCR project documents including impact studies, monitoring reports and newsletters. Field visits were undertaken to the Ayeyarwaddy Delta to document the perspectives of key stakeholders at community level, including a total of 93 adults (men and women) and 57 children (girls and boys) from eight communities targeted under the DIPECHO IX project.
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Technical Note
Recently, the approach to hazardous events has undergone a considerable shift, away from reactive activities focused on managing and responding to events and towards a more proactive process of emergency and disaster risk
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management (DRM). The ultimate goal of this shift in focus is to prevent new and reduce existing disaster risks, a process known as disaster risk reduction (DRR), while strengthening individual, community, societal and global resilience.
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The Disaster Recovery Framework (DRF) Guide for the Health Sector provides guidance on how to implement a comprehensive, integrated, and structured approach to disaster recovery. Its overarching goa
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l is to minimize the impact of the disaster on communities and help countries to recover quickly and effectively from disasters, in coordination with key stakeholders.
The DRF Guide for the Health Sector is adapted from the generic DRF Guide, and draws on the Implementation Guide For Health Systems Recovery in Emergencies, the Health Emergency and Disaster Risk Management Framework as well as the Disaster Recovery Guidance Series. The guide also makes links with multi-sectoral, government-led recovery planning processes such as the Post-Disaster Needs Assessment (PDNA), and it supports the implementation of the HDPN.
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This Manual is primarily intended for Local Government, Community Based Organizations and Civil Society Organizations (CSO) supporting or implementing Community Based Disaster Risk Management (CBDRM
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) program.
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AACAP OFFICIAL ACTION | This Practice Parameter identifies best approaches to the assessment and management of children and adolescents across all phases of a disaster. Delivered within a
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disaster system of care, many interventions are appropriate for implementation in the weeks and months after a disaster. These include psychological first aid, family outreach, psychoeducation, social support, screening, and anxiety reduction techniques. The clinician should assess and monitor risk and protective factors across all phases of a disaster. Schools are a natural site for conducting assessments and delivering services to children. Multimodal approaches using social support, psychoeducation, and cognitive behavioral techniques have the strongest evidence base. Psychopharmacologic interventions are not generally used but may be necessary as an adjunct to other interventions for children with severe reactions or coexisting psychiatric conditions
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Disability-inclusive development policy and practice is constantly changing and evolving. It is a foundational part of our work in CBM, underpinning all that we do. It requires us to be constantly reflecting, learning and improving our practice. In
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particular looking to the deeper questions: of the relationships and
representation of people with disabilities within our work; and how we partner with Disabled Peoples Organisations (DPOs) to achieve transformative, systemic change in the countries where we work.
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Humanity & Inclusion has published a report on November 20, on the difficulties children with disabilities face in accessing education in the world’s poorest countries.
This toolkit is designed as a resource for CBM that can be used in a variety of ways: to support staff induction, team meetings, refresher days and training workshops. It can also be used as a tool for personal reflection and self-study. Tips for those intending to use it as a training resource are
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shaded differently.
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This EISF report provides an analysis of the issues surrounding the relationship between NGO’s and their local partners. It includes a section on the topic and its background, responsabilities towards the partner organisation and particularly in terms of security, how to enable and help the partne
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r in developing a project from start to finish, the challenges of developing that capacity in the partner organisation. It also includes three anexes, namely a Partner Security Level Assessment, a Checklist of organisational security perspectives and Participants.
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Overview:
- Part A is an introductory part which will give you background information about CBDRR in Myanmar. It has a small section about the importance of CBDRR in Myanmar, the stakeholders of CBDRR in Myanmar, as well as an overview about the challenges that are faced when implementing CBDRR
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in Myanmar.
- Part B contains the instructions on how to conduct the 9-step process agreed upon and described in detail in the step-by-step methodology document. These nine (9) steps are considered the minimum required activities to be followed by all MRCS community based initiatives regardless of their budget or time frame.
- Part C includes all the implementation steps of CBDRR programs namely step 6 (Action Plan Development), and step 7 (Implementation of Action Plan).
- Part D includes all the steps that finalize a CBDRR program namely step 4 and step 8 (Baseline and Endline Study) as well as step 9 (Handover & Exit Strategy).
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his revision to the Disaster Management Team’s (DMT) multi-sector response plan for COVID-19 is meant to align the multi-sector plan with the Department of Health’s COVID-19 Emergency Response P
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lan issued on 24 April 2020. Additionally, at the time of this version, the Department of Education and Department for Community Development and Religion have also issued their own national COVID-19 response and recovery plans.
The Government’s plan maintains a health sector focus and plans for a ‘worst case’ scenario, articulating the process of progressing into containment and subsequently mitigation of community transmission and on to recovery. It presents an opportunity to improve the core capacities of the whole of government, to see where both health and non-health sectors fit in and respond in the immediate and medium terms, and to adapt to the ‘new normal’ that this coronavirus has inevitably presented
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Since the start of the pandemic, the region has been hit by multiple natural and biological disasters. At the same time, climate change has continued to warm the world, exacerbating the impacts of many of these disasters. The *Asia-Pacific Disaster
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Report 2021, *also launched today, shows that the pandemic, combined with the persistent reality of climate change, has reshaped and expanded the disaster “riskscape” in Asia and the Pacific.
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This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for students aged 5–17; and activities for young people a
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nd volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education.
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Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or childre
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n from minority groups. Also included in the text are examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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