A Canadian Inventory of Community Service Projects for ... · A Canadian Inventory of Community Service Projects for High School Graduation 1 INTRODUCTION This guidebook is designed

A Canadian Inventory of Community Service Projects for High School Graduation

2017, March 31

The Justice Institute of British Columbia is grateful for the funding provided for this research project by Public Safety Canada.

Emily Gray Arielle Dalley

Laurie Pearce

Justice Institute of British Columbia

715 McBride Boulevard

New Westminster, BC V3L 5T4

Tel: 604.528.5800

e‐mail: [email protected]

www.jibc.ca

i A Canadian Inventory of Community Service Projects for High School Graduation

CONTENTS Introduction .................................................................................................................................................. 1

Viability of National Database ................................................................................................................... 1

Explanation of the Headings ..................................................................................................................... 2

Organization of the Inventory ................................................................................................................... 2

Building Safer Schools ................................................................................................................................... 3

Hazard Hunt School Retrofit Team ........................................................................................................ 4

Committees ................................................................................................................................................... 5

Canadian Red Cross National Youth Engagement Advisory Committee ............................................... 6

Red Cross National Youth Council ......................................................................................................... 7

Youth Preparedness Council .................................................................................................................. 8

Community Response ................................................................................................................................... 9

Camp Hopewaves ................................................................................................................................ 10

Pet Care................................................................................................................................................ 11

Contributing to Recovery ............................................................................................................................ 12

Animation Theatre ............................................................................................................................... 13

Artistic Relief and Therapeutic Support for Youth .............................................................................. 14

Disaster Recovery Leader Development Project ................................................................................. 15

Plant‐Fest ............................................................................................................................................. 16

Education and Awareness ........................................................................................................................... 17

Business Continuity Outreach.............................................................................................................. 18

Camp Counsellors at Community Safety Village .................................................................................. 19

Cyber‐Seniors ....................................................................................................................................... 20

Disaster Preparedness Comic Strips .................................................................................................... 21

Emergency BINGO ............................................................................................................................... 22

Emergency Social Services (ESS) Emergency Preparedness Champion ............................................... 23

EvacuSpots ........................................................................................................................................... 24

Geeks and Geezers .............................................................................................................................. 25

Get Prepared 7 ‐ Share Your Story ....................................................................................................... 26

ii Table of Contents

Hazard Hunt for Community Disaster Mitigation ................................................................................ 27

Let's Learn to Prevent Disasters! and Riskland board game ............................................................... 28

LISTOS .................................................................................................................................................. 29

On‐Line Emergency Preparedness Training Programs ........................................................................ 30

Pet Preparedness Education ................................................................................................................ 31

Poster or Photograph Contest ............................................................................................................. 32

Puppet Show ........................................................................................................................................ 33

Resilience by Design Game .................................................................................................................. 34

Social Media Campaign ........................................................................................................................ 35

Street Theatre ...................................................................................................................................... 36

The Bug Out: Getting the Facts on Germs ........................................................................................... 37

Video Project ....................................................................................................................................... 38

Visual Displays ..................................................................................................................................... 39

Webinar Project ................................................................................................................................... 40

Working with Immigrants .................................................................................................................... 41

Zombie Dance Performance ................................................................................................................ 42

Zombie Preparedness .......................................................................................................................... 43

Events .......................................................................................................................................................... 44

Commemorative Planning ................................................................................................................... 45

Emergency Preparedness Week Display ............................................................................................. 46

Inventory ..................................................................................................................................................... 47

Get Prepared 3 ‐ High Rise Safety ........................................................................................................ 48

Increasing Resiliency: Strategies for Managing Obesity ...................................................................... 49

Neighbourhood Capacity Survey ......................................................................................................... 50

Supplier Outreach ................................................................................................................................ 51

Media .......................................................................................................................................................... 52

Emergency Preparedness Week Social Media Campaign .................................................................... 53

Pet Preparedness Social Media Toolkit ............................................................................................... 54

The Youth Reporter Project ................................................................................................................. 55

iii A Canadian Inventory of Community Service Projects for High School Graduation

Participatory Research ................................................................................................................................ 56

Hazard Walking Tour ........................................................................................................................... 57

Photo Album Recreation Project ......................................................................................................... 58

Photovoice Project ............................................................................................................................... 59

Skills & Knowledge Community Inventory........................................................................................... 60

Youth Creating Disaster Recovery and Resilience ............................................................................... 61

Youth‐Centred Participatory Video as a Tool for Climate Change Adaptation and Disaster Risk

Reduction ............................................................................................................................................. 62

Preparedness .............................................................................................................................................. 63

Get Prepared 1 ‐ Emergency Plans ...................................................................................................... 64

Get Prepared 2 ‐ 72 Hour Kits .............................................................................................................. 65

Get Prepared 4 ‐ People with Disabilities and/or Special Needs ......................................................... 66

Get Prepared 5 ‐ Farm Animals............................................................................................................ 67

Get Prepared 6 ‐ Children .................................................................................................................... 68

Mentor Up ........................................................................................................................................... 69

Preparedness for Seniors ..................................................................................................................... 70

Red Cross Club ..................................................................................................................................... 71

Red Cross Ready Rating Program ........................................................................................................ 72

Scanning the Island .............................................................................................................................. 73

Risk Mapping ............................................................................................................................................... 74

Community Mapping ........................................................................................................................... 75

Hazard Explorer ................................................................................................................................... 76

Training ....................................................................................................................................................... 77

911 Emergency Board .......................................................................................................................... 78

Amateur Radio Emergency Services .................................................................................................... 79

Canadian Red Cross: Expect the Unexpected ...................................................................................... 80

Hungry? No Power? No Problem! Cooking to Empower the Powerless, ............................................ 81

Master of Disaster (PreparedBC) ......................................................................................................... 82

Student Volunteer Army ...................................................................................................................... 83

Teen CERT (Community Emergency Response Team) ......................................................................... 84

iv Table of Contents

Appendix 1: Glossary of Headings .............................................................................................................. 85

Appendix 2: Project Contact Information ................................................................................................... 91

Appendix 3: References .............................................................................................................................. 97

1 A Canadian Inventory of Community Service Projects for High School Graduation

INTRODUCTION This guidebook is designed for students, school professionals, and disaster and emergency management

(DEM) professionals who are looking for inspiration for short‐term disaster risk reduction‐related

projects. The inventory of projects contained within this guidebook should serve as a starting point for

students and professionals who would like to initiate similar projects in their communities. The projects

listed in the inventory are meant to be short‐term projects which students could undertake in order to

gain community service credits for high school graduation.

The inventory contains a description of the project or project idea, which the student or professional can

use for inspiration. It is important to note that, should students choose to initiate one of these projects

in their community and intend to use it to gain community service credits, the students should check

with their school to ensure that they could use the project for credit, as different school boards have

different requirements. Similarly, DEM professionals should be in contact with school staff to determine

the process for gaining approval for a project and student engagement.

VIABILITY OF NATIONAL DATABASE

This inventory provides the starting point for a national database of disaster risk reduction‐related

projects which could be implemented for community service credits. To determine the viability of this

database, students, school professionals, and DEM professionals were interviewed.

The students interviewed expressed that if a national database of potential projects related to disaster

risk reduction (DRR) aimed at high school students was available, they would use it. One student added

that the database would make it easier to find information, as the current method of notifying students

of volunteer opportunities at their school was to post opportunities on a bulletin board outside of the

guidance office.

The school professionals interviewed also expressed interest in a national database of potential projects,

and identified that they would use it if it existed. It would provide a lot of new ideas, and help people

think outside the box about how to solve issues in their own communities. A database would also

provide an opportunity for students to get involved before a disaster occurs, which would enable them

to be better prepared if a disaster does occur in their community.

All of the DEM professionals interviewed expressed that they would use a national database of potential

projects related to DRR if it was available, and many of them were very enthusiastic about the idea.

Many of the DEM professionals also expressed that a database would be valuable for their work, not

only from the point of view of helping recruit and retain volunteers, which would lead to a more resilient

community, but also for gaining a better sense of the projects which are being implemented in other

communities.

Moving forward, a few changes could be made which would make this inventory more useful for

students, school professionals, and DEM professionals. A few interviewees suggested that they would be

2 Introduct ion

more likely to use it if it specifically outlined the role of the students and the role of the DEM

professional, in addition to the description of the project. Specific timelines and timeframes would also

be helpful to include. Lastly, it was also identified that it would be helpful to have access to tools,

resource materials, exercise scenarios, and exercises which could be used to engage with students in the

community.

EXPLANATION OF THE HEADINGS

The inventory was compiled in database format, with headings to classify and describe aspects of the

potential projects. Where applicable, potential projects are linked to those existing projects that served

as inspiration. Expected outcomes and learning objectives of each potential project, as well as estimated

details about project logistics (i.e., number of students, focus population, schedule, and staff

contributions) are captured. Each project entry is classified as a certain type based on whether it already

exists (i.e., existing projects) or is an innovation (i.e., potential projects). The type of innovation that

would be required to adapt the project to DRR for youth community service requirements is broadly

specified. Top two considerations for each project entry are listed, based on a preliminary

understanding of community service requirements and informed by interview data. Where they could

be found, contact details are included for existing projects, or, in the case of potential projects, for

similar projects. Additionally, an initial contact is suggested for users who are interested in participating

in or initiating that project in their own community.

An explanation of the detailed breakdown of each contained in the inventory is included in the Glossary

following the description of the various projects.

ORGANIZATION OF THE INVENTORY

The inventory is organized by Project Type (located in the top corner) and then alphabetically by the title

name.

3 Building Safer Schools

BUILDING SAFER SCHOOLS

4 Bui ld ing Safer Schools

Hazard Hunt School Retrofit Team

Project Description:

Students undertook non‐structural mitigation measures to retrofit their school and homes for disasters

Project Outcome: Reduced Hazard Risk

Project Results: Youth gain experience with trade skills, gain a better understanding of mitigation

Type of Project: Actual ‐ Completed Number of Students: Mixed/variable

Learning Objectives:

Gain a Better Understanding of Disaster Risk Reduction Initiatives

Develop Technical/Trade Skills

Increased Civic Engagement

Project Primary Focus: School Secondary Focus: High School Aged Youth

Estimated Student Hours: Up to 20 Duration: Flexible

Student Time Commitment: Part‐Time

School Personnel Time Commitment: Moderate

Disaster & Emergency Manager Time Commitment: Minimal

Lead Contact: Counsellor

Items to Consider Prior to Project Start:

Access to Resources

Student Interest

Comments: Was implemented at Nathan Hale Public High in Seattle, USA

5 Committees

COMMITTEES

6 Committees

Canadian Red Cross National Youth Engagement Advisory Committee


Committee made up of youth and management representatives from all over Canada, who are selected

every two years (and can be reappointed); works to support the Canadian Red Cross to implement its

youth engagement strategy.

Project Outcome: Increased Understanding of Community‐Based Disaster and Emergency Management

Project Results: Youth develop leadership and teamwork skills, increased knowledge of DRR, and

professional experience working to implement policy at a national level.

Type of Project: Actual ‐ Completed Number of Students: Small group


Develop Leadership/Team Management Skills

Develop General Employability Skills


Project Primary Focus: High School Aged Youth Secondary Focus: Middle School Aged Children

Estimated Student Hours: 20 to 40 + Duration: Months


School Personnel Time Commitment: Minimal


Lead Contact: Local Red Cross branch


Time Commitment ‐ Student

Ongoing Management

Comments: Could be adjusted to have more youth appointments available to high school youth rather

than young professionals (more similar to American Red Cross National Youth Council).

Website: http://www.redcross.ca/how‐we‐help/red‐cross‐youth/national‐youth‐engagement‐advisory‐

committee

Contact Information is Available in Appendix 2.

7 Committees

Red Cross National Youth Council


13 youth members and 2 adult advisors nationally represent and serve needs of the youth volunteers of

the Red Cross.


Project Results: Youth develop leadership skills, increased knowledge of DRR, and life‐saving skills; gain

experience in project management, website and media management.

Type of Project: Actual ‐ In Progress Number of Students: Large group



Develop Project Management Skills

Experience with Website and Media Management

Project Primary Focus: High School Aged Youth Secondary Focus: Community





Lead Contact: Teacher



Ongoing Management

Website: http://redcrossyouth.org/arcnyc/


8 Committees

Youth Preparedness Council


National Council of youth leaders who are selected by FEMA to advocate for youth preparedness and

engage the youth community in preparedness‐related activities. Members undertake preparedness

projects in their local communities, act as ambassadors for youth preparedness, and act as liaisons to

FEMA on the youth perspective.

Project Outcome: Reduced Disaster Vulnerability of Youth

Project Results: Youth develop variety of employability skills, such as public speaking, leadership,

teamwork, time management, project management, and communication skills.

Type of Project: Actual ‐ Completed Number of Students: Large group


Experience Working with Local Government


Develop Public Speaking Skills





Disaster & Emergency Manager Time Commitment: High

Lead Contact: Disaster and Emergency Manager


Student Interest

Access to Resources

Comments: Youth could create a smaller scale equivalent in their own community, or independently

undertake Youth Council role

Helpful Resources: FEMA Youth Council job posting: https://www.fema.gov/media‐library‐

data/1452876965003‐

dd30778ce4d3e94a17ed266aad1e2189/Draft_YPC_2016_YPC_Roles_and_Responsibilities_28_Dec_508.pdf

Website: https://www.ready.gov/youth‐preparedness‐council

9 Community Response

COMMUNITY RESPONSE


Camp Hopewaves


This project was designed to provide free child care in the disaster aftermath, sustainable food sources

for vulnerable communities, and healthy eating awareness for children. It engages teens to teach

younger children in stressful situations, to develop aquaponics systems for raising healthy food in

environmentally sound ways, and to encourage healthy food habits for young people.

Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population

Project Results: The project provided child care for stressed parents and helped youth develop

sustainable food sources for vulnerable communities, and healthy eating awareness for children.



Experience Working with At‐Risk Populations

Develop Lesson Plans

Experience Coordinating Events

Project Primary Focus: At‐Risk Populations Secondary Focus: Families



School Personnel Time Commitment: High


Lead Contact: School Teacher



Time Commitment ‐ Advisor

Comments: Following Hurricane Katrina, the SHOREline Program was initiated as a youth empowerment

program that seeks to provide an opportunity to make fundamental changes in the lives of youth, their

families, their communities, and beyond. This project was undertaken by the Gulfport High School in

New Orleans.

Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/gulfport‐high‐school/


Pet Care


When residents are evacuated from their homes, the care

of their pets is of major concern to families as they are

often boarded in separate facilities. Students can assist with

pet care: walking dogs, socializing with pets, feeding pets,

etc. to relieve the concerns of families trying to recover

from the impact of disasters.

Project Outcome: Better Prepared Communities to Deal

with Disasters

Project Results: Youth contribute to relieve the stressors on evacuated families with pets and provide an

important service in providing pet care when other organizations are often overwhelmed with priorities.






Project Primary Focus: Families Secondary Focus: Community

Estimated Student Hours: 20 to 40 + Duration: Flexible

Student Time Commitment: Temporary


Disaster & Emergency Manager Time Commitment: Moderate



Community Support

Student Safety

Comments: Needs to be coordinated with local SPCAs or organizations engaged in post‐disaster pet care

Helpful Resources: http://www.cdart.org/beprepared.htm

12 Contr ibut ing to Recovery

CONTRIBUTING TO RECOVERY

13 Contributing to Recovery

Animation Theatre


Following a major disaster, under the direction of school drama teacher and school psychologists,

students wrote the script and produced a play, "Freaking Out: Who Wouldn't," that illustrated the

challenges and difficulties that high school students experienced following a major school bus crash. The

play ends with audience participation which includes discussions on strategies for coping with the event.

Project Outcome: Better Prepared Schools to Deal with Disasters

Project Results: Youth engaged in producing the play have an opportunity to identify potential fears and

concerns of students coping with the disaster and to develop youth‐centred strategies to cope with the

impacts of the event and to create an original performance. Other students in the audience benefit from

the learning opportunity the play provides regarding psychosocial considerations.



Develop Communication Skills



Project Primary Focus: High School Aged Youth Secondary Focus: Parents

Estimated Student Hours: 20 to 40 + Duration: Weeks




Lead Contact: Drama Teacher & School Counsellor


Time Commitment ‐ School

Student Interest

Comments: Requires considerable engagement from school counsellors. Can involve a large number of

students (e.g., actors, writers, make‐up, program design)


Artistic Relief and Therapeutic Support for Youth


The program works with high school student to develop a program to provide an opportunity for young

children who are emotionally distressed as a result of disasters to find a safe haven to express their

emotions in a fun way through creative play‐related activities

Project Outcome: Supporting Family Recovery

Project Results: The pilot program will help the students evaluate the efficacy of their program during a

time of non‐disaster so they are ready to deploy should a disaster strike.

Type of Project: Actual ‐ In Progress Number of Students: Mixed/variable





Project Primary Focus: High School Aged Youth Secondary Focus: Elementary School Aged

Children





Lead Contact: Art Teacher & School Counsellor






families, their communities, and beyond. This project was undertaken by the Benjamin Franklin High

School in New Orleans.

Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/benjamin‐franklin‐

high‐school/


15 Contributing to Recovery

Disaster Recovery Leader Development Project


To bring together innovative youth in a workshop setting to creatively and collectively develop better

strategies for facilitating community recovery.

Project Outcome: Increased Disaster Resilient Community

Project Results: Students who have gained employment skills and knowledge through the development

of innovative strategies for increasing community disaster resiliency. A community that is better able to

protect its residents through the identification of new, creative approaches to managing risk.

Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines

Number of Students: Small group



Develop Research Skills










Ongoing Management

Comments: Following the 2011 earthquake in Japan, ETIC developed a number of programs to promote

social innovation by developing entrepreneurial leaders for the next generation, and to provide young

people with opportunities to develop their entrepreneurship and enterprising capacity.

Website: http://www.etic.or.jp/recoveryleaders/en/about_the_project



Plant‐Fest


Students plant bulbs in the fall in neighbourhoods or communities that have experienced bush or

wildfires so that the next spring the community experiences beauty and colour in their burned out

gardens and community parks.


Project Results: Youth get a good understanding of the impacts of fires on the community and have an

opportunity to contribute to the community's recovery with visible results.






Project Primary Focus: Community Secondary Focus: Families







Funding

Community Support

Comments: Was a major project following bush fires in Australia where the community received 10,000

donated bulbs from around the country. Schools were closed for the day and students worked alongside

families and businesses to plant the bulbs. Would need substantial support at this level, but could more

easily be accomplished with a much smaller scope.

Helpful Resources: https://ajem.infoservices.com.au/items/AJEM‐13‐02‐07

17 Education and Awareness

EDUCATION AND AWARENESS

18 Educat ion and Awareness

Business Continuity Outreach


Students go out into the community in pairs to visit small business owners and to review with them

some of the key elements of a simple Business Continuity Plan (e.g., IT back‐up, alternate location,

emergency contacts) and leave some materials behind to encourage them to participate.


Project Results: Increased number of small businesses exposed to simple business continuity strategies

to increase their viability post‐disaster. Students gain increased knowledge of what's required at the

small business level to maximize their chances to providing services to the community post‐disaster.






Develop Data Collection and Management Skills (e.g., surveys, interviews)

Project Primary Focus: Community Secondary Focus: Businesses







Student Safety

Transportation Needs



Camp Counsellors at Community Safety Village


Grade 12 youth are counsellors for students in Grade 4‐5 and 6‐7 at one week Leadership Camps at

Community Safety Village, which has police and fire education classrooms and a fully equipped

apartment where students plan and execute an emergency escape.


Project Results: Youth develop leadership skills, gain experience working with younger children, and

gain more knowledge of disaster and emergency management.






Project Primary Focus: Elementary School Aged Children Secondary Focus: High School Aged Youth







Funding


Website: https://www.yrp.ca/en/community/community‐safety‐village.asp



Cyber‐Seniors


High school youth mentors visit care homes to teach social media (Twitter, Facebook) to older persons.


Project Results: Youth gain experience working with at‐risk populations, teaching, and develop a better

understanding of emergency preparedness in their community.






Project Primary Focus: Older Persons Secondary Focus: High School Aged Youth

Estimated Student Hours: 20 to 40 + Duration: Weekends




Lead Contact: Local care home



Access to Resources

Comments: Youth could teach older persons how to use computers, social media, and show them how

to use the programs to reduce their vulnerability to an emergency event.

Helpful Resources: Forbes’ interview about the film:

http://www.forbes.com/sites/michaelhumphrey/2015/01/27/a‐chat‐with‐cyber‐seniors‐director‐social‐

media‐through‐new‐old‐eyes/#3a56d21c1c89

Website: http://cyberseniorsdocumentary.com/



Disaster Preparedness Comic Strips


Youth create comic strips about disaster preparedness and disaster risk reduction in their community,

with locally relevant hazards and risk reduction initiatives highlighted.

Project Outcome: Increased Hazard Awareness

Project Results: Youth have an opportunity to use creative skills in order to an interesting artistic

approach to educate others in regards to emergency preparedness and in doing so learn about the

necessary steps to take.

Type of Project: Actual ‐ Completed Number of Students: Individual












Student Interest

Comments: Youth could use examples of comic strips from FEMA/GetReady, etc..

Helpful Resources: http://www.rcrc‐resilience‐southeastasia.org/document/comic‐book‐be‐prepared‐

for‐natural‐disasters‐with‐mr‐radar/


Emergency BINGO


Youth facilitate a BINGO session with younger school children. The BINGO cards have symbols of things

to put in an emergency kit (e.g., flashlight, radio) instead of numbers. The students mark the appropriate

square when the actual items are pulled out of a big black bag. The first child(ren) to get BINGO get a

prize. The children are then encouraged to take their cards home (along with a pamphlet) to discuss

with their parents where these items are in their homes.

Project Outcome: Better Prepared Families to Deal with Disasters

Project Results: Younger children gain a better understanding of what goes into an emergency kit and

they take that knowledge home to share with parents. Increased participation during Emergency

Preparedness Week.






Project Primary Focus: Elementary School Aged Children Secondary Focus: Parents







Access to Resources

Community Support

Comments: Small amount of funding for prizes



Emergency Social Services (ESS) Emergency Preparedness Champion


Flexible opportunity for those aged 14 + to promote and generate awareness within their community

around emergency preparedness based on own skills, interests, trainings, and vision for Emergency

Preparedness and supported by the local government.

Project Outcome: Better Prepared Communities to Deal with Disasters

Project Results: Youth develop general employability skills, especially related to communication,

leadership, and project management.














Ongoing Management

Helpful Resources: http://www.surrey.ca/culture‐recreation/6032.aspx

Website: http://www.surrey.ca/city‐services/674.aspx



EvacuSpots


Art installations mark evacuation routes and pick‐up locations for the City Assisted Evacuation Program


Project Results: Reduced vulnerability of youth to potential future events, enhanced understanding of

emergency response, professional application of art skills






Project Primary Focus: Community Secondary Focus: High School Aged Youth







Funding

Student Safety

Comments: Youth could create their own art awareness installations.

Website: http://evacuspots.evacuteer.org/



Geeks and Geezers


Seniors can make appointments with youth at the Metchosin Seniors Information Resource Centre to

receive help with technology such as laptops and smartphones. By learning about computers and social

media, seniors will be better equipped to connect with people and services in the event of an

emergency. Additionally, seniors have commented that they no longer feel isolated after learning how

to use technology and being able to connect with friends and family.


Project Results: Youth gain experience working with at‐risk populations, teaching, and develop a better

understanding of emergency preparedness in their community.











Lead Contact: Local care home, seniors centre, or community centre co‐ordinator




Comments: In addition to teaching older persons how to use

computers and social media, youth could show them how to use the

programs to reduce their vulnerability to an emergency event.

Helpful Resources: http://www.metchosinseniors.ca/home_feature/geeks‐geezers/



Get Prepared 7 ‐ Share Your Story


Website that collects 500 ‐ 1000 word stories submitted by people who have lived through emergencies

to educate and raise awareness, and to help others be more prepared.


Project Results: Youth develop website/media management, communication, and data collection skills,

also gain experience in project management and better understanding of DRR.

Type of Project: Actual ‐ In Progress Number of Students: Small group












Student Interest

Ongoing Management

Comments: Youth could create and manage their own website to collect stories from their community

or school.

Helpful Resources: https://www.getprepared.gc.ca/cnt/str/shr/str‐en.aspx

Website: https://www.getprepared.gc.ca/



Hazard Hunt for Community Disaster Mitigation


Students go out into the community and identify areas/buildings in the community that present a high

degree of vulnerability to potential hazards (e.g., stagnant pools of water that would attract mosquitos,

firewood stacked next to buildings, high fuel build‐up in the forests near homes). They photograph these

areas and develop a display (in malls or at a booth) illustrating their findings for Emergency

Preparedness Week.


Project Results: Identified potential hazards to enable Disaster and Emergency Manager to set priorities

for mitigation and gain community support and awareness for action.













Student Safety


Comments: This project is one of a number of projects identified in the on‐line Aboriginal Disaster

Resilency Program but is suitable for Indigenous and non‐Indigenous populations.

Helpful Resources: http://adrp.jibc.ca


Let's Learn to Prevent Disasters! and Riskland board game


Booklet with educational activities and board game to educate children aged 8 to 12 about DRR. Can be

adapted to hazards faced by different communities and is downloadable in 7 different languages.


Project Results: Youth gain experience developing lesson plans and working with younger children,

develop leadership skills, and help to reduce the disaster vulnerability of child/youth.







Estimated Student Hours: Up to 20 Duration: Weekends

Student Time Commitment: Casual/Seasonal






Student Interest

Comments: Youth could organize sessions with younger children to educate them about DRR.

Helpful Resources: Download kit and game at: http://www.unisdr.org/we/inform/publications/2114


LISTOS


Translation project; LISTOS emergency readiness program conducts workshops and offers First Aid

training in Spanish.

Project Outcome: Better Communication of Risk

Project Results: Youth gain professional experience using second languages and experience facilitating

workshops




Develop Cultural Sensitivity Skills


Project Primary Focus: At‐Risk Populations Secondary Focus: High School Aged Youth







Funding

Student Interest

Comments: Potential to involve youth with second languages as facilitators and trainers.

Website: https://www.facebook.com/Listos‐de‐Washington‐County‐1662855493983597/



On‐Line Emergency Preparedness Training Programs


In small groups students would develop on‐line training programs for younger students around

identifying hazards and taking the necessary steps to prepare for those hazards.


Project Results: High school students with a good understanding of the importance of emergency

preparedness through the development of on‐line training tools and increased awareness of younger

students who take the training







Project Primary Focus: Middle School Aged Children Secondary Focus: Elementary School Aged

Children







Ongoing Management

Student Interest


Pet Preparedness Education


Youth develop a campaign to raise awareness for pet emergency preparedness and educate households

on how to create pet emergency kits.


Project Results: Youth develop communication and project management skills.

Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable












Student Safety

Community Support

Comments: Would require youth to take on as a project.

Helpful Resources: http://www.cdart.org/beprepared.htm


Poster or Photograph Contest


Youth develop a poster/photograph contest for any age group of students with a theme of disaster risk

reduction or emergency preparedness. Students could submit their version of the poster for the contest

and the youth would set up criteria for evaluation and make recommendations for the winners of the

contest. Could be used as a promotion for Emergency Preparedness Week.


Project Results: Youth gain a better understanding of how students view disaster risk reduction.

Students and families gain a better understanding of disaster risk reduction. Increased participation

during Emergency Preparedness Week.

Type of Project: Potential ‐ Innovation Number of Students: Small group




Develop Decision‐Making Skills

Project Primary Focus: Elementary School Aged Children Secondary Focus: Middle School Aged

Children







Funding


Comments: Small amount of funding would be needed for prizes.


Puppet Show


Students develop a puppet show to demonstrate the positives of taking emergency preparedness steps

and the perils of not doing so.


Project Results: A fun, innovative way to engage children and families to understand the benefits of

taking steps to improve emergency preparedness. Can increase interest and participation in Emergency

Preparedness Week activities (or other times of the year).






Project Primary Focus: Elementary School Aged Children Secondary Focus:







Funding

Access to Resources

Comments: Would need some funding to fund a puppet booth and to make/adapt puppets.



Resilience by Design Game


Youth connect with academics, nurses, disaster and emergency management staff, and community

organizations to develop a game to engage different populations in their community in DRR‐related

activities.


Project Results: Youth gain interdisciplinary research experience, improve knowledge of DRR and

disaster and emergency management practices, and develop communication skills.




Develop Group Facilitation Skills











Website: resiliencebydesign.com/research/board‐game/



Social Media Campaign


Youth develop social media campaign to raise awareness and increase disaster preparedness in their

community.


Project Results: Youth develop research, project management, and communication skills and gain

experience using social media in a professional context.

Type of Project: Potential ‐ Innovation Number of Students: Individual


Experience Using Social Media for Professional Communication







Disaster & Emergency Manager Time Commitment:

Moderate



Ongoing Management

Community Support

Comments: Youth could coordinate with local DEM and research preparedness to design a social media

campaign.

Helpful Resources: FEMA Citizen Corps Twitter: https://twitter.com/Citizen_Corps; Campus Safety

Magazine Tips:

http://www.campussafetymagazine.com/article/23_tips_tricks_to_a_successful_emergency_preparedn

ess_social_media_campaign/notification


Street Theatre


Street theatre by youth stage managers/producers/script writers with younger children involved in

writing and acting. Themes focus on raising awareness of hazard risks and communicate youth views of

DRR.


Project Results: Youth develop public speaking, event coordination, performance, and leadership skills

and increase knowledge of DRR













Funding

Access to Resources

Comments: Initially was carried out following the Guinsaugon Landslide of 2006 in the Philippines.


The Bug Out: Getting the Facts on Germs


Train high school students to deliver a hand‐washing program to reduce the risk of infection and prevent

a pandemic; could draw on Canadian Red Cross program that uses green glow gel to help kids see what

parts of their hands weren’t actually cleaned.


Project Results: Youth gain experience working with children, develop teaching and communication

skills, and gain a better understanding of hazards.







Estimated Student Hours: 20 to 30 Duration: Weeks






Student Interest


Comments: Youth could deliver program for younger children.

Helpful Resources: http://www.hand‐hygiene.com/wash‐and‐glow‐about.htm

Website: http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐

educators‐of‐children/help‐students‐learn‐about‐preventing‐the‐spread‐of‐germs



Video Project


Youth create a documentary about the history of disasters in their area, interviewing local residents who

have lived through past disasters, and highlighting what types of hazards are most relevant in their

community.


Project Results: Students have a greater understanding of the hazards that have occurred in their

community and how those hazards have affected residents and shaped their community to be what it is

today.






Project Primary Focus: High School Aged Youth Secondary Focus: School







Access to Resources


Helpful Resources: http://hurricanearchive.org/collections/show/29


Visual Displays


Youth create a visual display which could be displayed on a bulletin board at their school, or at their

local community centre, about the hazards they face in their community


Project Results: Youth develop research, writing, and visual presentation skills













Student Interest

Comments: The displays could be as simple or as complex as the youth wishes, which would affect how

many hours it would take.


Webinar Project


Youth create a webinar/podcast series directed at their community or a broader audience about topics

related to hazards and disasters that interest them.


Project Results: Students have a better understanding of disaster and emergency management topics,

enhance their communication skills and serve to further educate their audience


Number of Students: Mixed/variable





Project Primary Focus: Community Secondary Focus: School







Access to Resources

Ongoing Management

Helpful Resources: https://www.ready.gov/preparedness‐leader/webinar‐library


Working with Immigrants


Youth from different ethno‐cultural backgrounds could work with newcomers to communities to

educate them about hazards and how they can prepare themselves and their families to be more

resilient.


Project Results: Youth gain experience working with at‐risk populations, build a better understanding of

disaster and emergency preparedness in their community and communication skills.




Develop Cultural Sensitivity Skills









Student Interest




Zombie Dance Performance


Local dance school worked with dance students and to produce a dance routine as a Flash Mob in a mall

which had them portraying zombies as tool to promote disaster readiness.


Project Results: Youth learn more about disaster preparedness in an innovative way. Draws attention to

emergency preparedness and could be used during Emergency Preparedness Week to increase

community awareness.







Estimated Student Hours: 20 to 30 Duration: Flexible






Community Support


Helpful Resources: http://emergency.cdc.gov/socialmedia/zombies.asp



Zombie Preparedness


Video clips and 'survivor's blog' offer zombie preparedness tips

to help users survive any emergency; link to PreparedBC

resources for emergency plans, emergency kits, etc.

Project Outcome: Better Prepared Families to Deal with

Disasters.

Project Results: Youth develop website/blog/social media

management skills, better educated youth in DRR














Ongoing Management

Comments: Youth could create a "Zombie Preparedness" blog, website, or social media program.

Website: http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐

recovery/preparedbc/zombie‐preparedness


44 Events

EVENTS

45 Events

Commemorative Planning


If a disaster has occurred in their community, youth could organize an annual or periodic

commemoration event, which could be held by community organizations, schools, or municipality.


Project Results: Youth develop leadership skills, event coordination skills, and a better understanding of

any disaster events which have occurred in their community.






Project Primary Focus: Community Secondary Focus: School








Funding

46 Events

Emergency Preparedness Week Display


Youth use materials available Emergency Preparedness Week to host a display at a local community

centre, shopping mall, or school with free publications and a fun activity, such as the "Can You Build a Kit

Game."

Project Outcome: Increased Understanding of Community‐Based Disaster and Emergency Management.

Project Results: Youth develop communication skills and gain a better understanding of disaster and

emergency management in Canada while working to better prepare their community.













Student Interest


Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/ep‐wk/tlkt‐en.aspx#a08

Website: https://www.getprepared.gc.ca/cnt/rsrcs/ep‐wk/tlkt‐en.aspx

47 Inventory

INVENTORY

48 Inventory

Get Prepared 3 ‐ High Rise Safety


Youth inventory high rise buildings for emergencies using guidelines from Public Safety Canada's Get

Prepared guides.


Project Results: Youth develop project management experience, inventory/assessment, and

communication skills, and gain a better understanding of DRR







Estimated Student Hours: 20 to 30 Duration: Weekends






Student Safety

Comments: Youth could use material available through Get Prepared.

Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/pplwthdsblts/index‐

en.aspx#psn.06.06


49 Inventory

Increasing Resiliency: Strategies for Managing Obesity


Youth and children in Alexander First Nation identified places and spaces where they could be active or

obtain food as 'assets', described how each asset was used and could be better used, grouped assets

into usage categories that were mapped onto the community, and presented maps at a community

meeting to address childhood obesity.


Project Results: Youth develop mapping skills, better understanding of DRR activities, develop data

collection skills




Develop Mapping Skills










Student Interest

Student Safety

Comments: Potential to map assets that could be used during an emergency to develop inventory of

community preparedness.

50 Inventory

Neighbourhood Capacity Survey


Youth survey households and organizations to compile an inventory of resources and skills that would

be useful for emergency/hazard events, for example, community members who own generators, have

First Aid, etc.


Project Results: Youth develop survey and data management skills







Estimated Student Hours: 20 to 30 Duration: Weekends






Student Safety

Community Support


Helpful Resources: Another sample inventory sheet:

http://www.torontocentrallhin.on.ca/~/media/sites/tc/New%20media%20folder/For%20HSPs/emergen

cypreparedness/City%20of%20Toronto%20Community%20Capacity%20Survey%202015.pdf?la=en

Website: http://www.anmore.com/sites/anmore.civicwebcms.com/files/media/2015‐11‐10%20‐

%20community%20emergency%20capacity%20inventory.pdf


51 Inventory

Supplier Outreach


Students go out into the community in pairs to visit potential suppliers to the community in case of a

disaster and leave information/get contact information to pass on to the Emergency Program Office if

the businesses are willing to sign agreements to provide services/materials (e.g., emergency lodging or

feeding, generators).


Project Results: Increased number of suppliers willing to provide services and materials to support the

community's disaster response and recovery efforts. Students gain increased knowledge of what's

required at the community level to provide post‐disaster services to the community.







Project Primary Focus: Community Secondary Focus: Businesses







Student Safety



52 Media

MEDIA

53 Media

Emergency Preparedness Week Social Media Campaign


Youth use materials available for Emergency Preparedness Week to organize and undertake a social

media campaign to promote the week and emergency preparedness in their neighbourhoods.


Project Results: Youth develop professional communication skills and gain a better understanding of

disaster and emergency management in Canada.













Student Interest


Website: https://www.getprepared.gc.ca/cnt/rsrcs/ep‐wk/tlkt‐en.aspx

54 Media

Pet Preparedness Social Media Toolkit


FEMA toolkit with safety and preparedness messages, graphics, and video clips, that can be shared on

social media.

Project Outcome: Better Prepared Communities to Deal with Disasters.

Project Results: Youth gain experience using social media for a professional project, develop

communication, project, and time management skills.













Ongoing Management

Helpful Resources: http://www.aspca.org/pet‐care/general‐pet‐care/disaster‐preparedness

Website: https://www.ready.gov/pet‐toolkit

55 Media

The Youth Reporter Project


Participatory, community‐based youth media project that supports youth to share their stories and

priorities related to DRR with communities and decision‐makers through media, videography, and

broadcast journalism.


Project Results: Youth develop media/technology, communication, and teamwork skills and increase

knowledge of DRR.













Funding

Access to Resources

Helpful Resources: Project description: http://www.wcdrr.org/wcdrr‐data/uploads/371/FEATURED%20‐

%20Plan%20International%20Philippines%20‐%20Youth%20Reporter.pdf

Website: https://www.facebook.com/YouthReporterProject/


56 Part ic ipatory Research

PARTICIPATORY RESEARCH

57 Participatory Research

Hazard Walking Tour


Youth research hazards in their community, then organize and lead walking tours to educate community

members about risks.


Project Results: Youth gain research experience, show ability to take initiative, develop leadership skills,

and increase civic engagement.














Student Safety

Community Support

Comments: Youth would be responsible for researching, mapping, and leading walking tours.

Website: http://www.chinatownalleywaytours.org/



Photo Album Recreation Project


Students worked in teams to meet with families to recreate

lost photo albums. They interviewed families to identify

what photos were in the album and who might have a photo

of the event (e.g., who else would have a photo of Susie's

wedding?). They then contacted those persons, got a copy of

the photo, duplicated it, and created a memory photo album

with the photos.

Project Outcome: Supporting Family Recovery

Project Results: Families have an increased sense of recovery with the recreation of photo albums which

serve as storehouses of the happy events in their lives and improves their overall wellbeing













Access to Resources

Student Safety

Comments: This initiative used support from the teacher who supported the school Photography Club

and was dependent on donated supplies (e.g., photograph albums) and donated funding.


Photovoice Project


Photovoice projects provide people with cameras to capture their everyday realities to influence public

policy and was used by youth to generate community change for enhancing community well‐being.


Project Results: Youth develop photography skills, facilitation skills, discussion skills, presentation skills














Access to Resources

Student Safety

Comments: Could be used to advocate to local decision‐makers for better DRR.


Skills & Knowledge Community Inventory


Students reach out to the neighbourhood or community to build a community inventory of the services

and skills that exist in the community to support community rebuilding and recovery efforts.


Project Results: Community Inventory of useable and practical skills and knowledge to assist in

community recovery post‐disaster.













Student Safety


Comments: This project is one of a number of projects identified in the on‐line Aboriginal Disaster

Resilency Program but is suitable for Indigenous and non‐Indigenous populations.

Helpful Resources: http://adrp.jibc.ca


Youth Creating Disaster Recovery and Resilience


Research project that connects with youth in disaster‐affected communities of Missouri, United States,

and Alberta, Canada. Directly engages youth in peer‐to‐peer networking, creative workshops, and an

online repository of creative expressions to empower youth and enable them to build community and

personal resilience.


Project Results: Youth have enhanced recovery from disaster event, enhanced resilience for potential

future events, research skills.











Lead Contact: University


Student Interest


Comments: Potential to focus on other stages of the emergency management spectrum (preparedness,

mitigation).

Website: http://www.ycdr.org/contact/



Youth‐Centred Participatory Video as a Tool for Climate Change

Adaptation and Disaster Risk Reduction


Participatory video projects by teams of youth in the Phillipines to mobilize and advocate for disaster

risk reduction in their communities.


Project Results: Youth develop research skills, film skills, workshop coordination skills, increased

awareness of disasters, enhanced preparedness for disasters













Funding



63 Preparedness

PREPAREDNESS

64 Preparedness

Get Prepared 1 ‐ Emergency Plans


Youth could create emergency plans for their families using the Get Prepared online form, raise

awareness and guide other households in their neighbourhoods to create their own.


Project Results: Youth develop increased understanding of DRR, inventory, assessment, and

communication skills, and demonstrate ability to work independently and responsibly.











Lead Contact: Parents


Student Safety

Community Support


Helpful Resources: https://www.getprepared.gc.ca/cnt/plns/mk‐pln‐en.aspx


65 Preparedness

Get Prepared 2 ‐ 72 Hour Kits


Youth could undertake community campaigns to raise awareness and help people prepare 72 hour

emergency kits.


Project Results: Youth gain experience working independently, in project management, event/campaign

coordination, and education.













Access to Resources

Student Safety


Helpful Resources: http://www.aema.alberta.ca/72‐hour‐emergency‐kit


66 Preparedness

Get Prepared 4 ‐ People with Disabilities and/or Special Needs


Youth could help people with disabilities and/or special needs to complete the Get Prepared checklist

and personal assessment, create emergency plans, create emergency kits, develop personal support

networks, and prepare their service animals.


Project Results: Youth gain experience working with people with disabilities and/or special needs, better

understanding of DRR, develop communication skills














Student Safety


Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/pplwthdsblts/index‐en.aspx


67 Preparedness

Get Prepared 5 ‐ Farm Animals


Youth could use guidebook to educate and help farmers prepare their animals for natural hazards and

emergencies.


Project Results: Youth gain experience working independently to educate and communicate DRR

preparedness initiatives














Student Safety


Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/frm‐nmls/frm‐nmls‐eng.pdf


68 Preparedness

Get Prepared 6 ‐ Children


Youth could educate children about natural hazards and emergencies and help them to develop

emergency plans and kits for their families.


Project Results: Youth gain experience working with children, develop teaching and communication

skills, and gain a better understanding of DRR.






Project Primary Focus: Pre‐School Aged Children Secondary Focus: Elementary School Aged

Children









Helpful Resources: https://www.getprepared.gc.ca/cnt/plns/mrgncychldrn‐en.aspx


69 Preparedness

Mentor Up


Youth could help seniors reduce their disaster vulnerability; such as disaster‐proofing homes, creating

preparedness kits, educating about hazards, creating emergency plans, etc.


Project Results: Youth gain experience working with at‐risk populations, in project management, and

develop a better understanding of emergency preparedness in their community.








Estimated Student Hours: 20 to 40 + Duration: Weekends




Lead Contact: Local care home


Student Safety


Comments: Youth could identify vulnerabilities of seniors to disasters and help to reduce them.

Helpful Resources: https://www.mentorup.org/opportunities

Website: http://www.mentorup.org


70 Preparedness

Preparedness for Seniors


Students could work in pairs with older populations to assist them in assembling Emergency Kits and

developing a personal evacuation plan.


Project Results: Older populations are better prepared when faced with a disaster. Youth have an

increased understanding of disaster vulnerability and emergency preparedness strategies.







Project Primary Focus: At‐Risk Populations Secondary Focus: Community







Student Safety


71 Preparedness

Red Cross Club


Clubs started by youth in their communities or schools that offer opportunities for youth to develop

leadership skills while making a meaningful impact and addressing community needs related to

emergency response.


Project Results: Youth develop leadership skills, increased knowledge of DRR, and life‐saving skills; gain

experience in event coordination and project management.





Develop First Aid/Survival Skills










Helpful Resources: https://volunteerconnection.redcross.org/?nd=club_listing

Website: http://redcrossyouth.org/college‐resources/red‐cross‐club‐toolkits‐2/


72 Preparedness

Red Cross Ready Rating Program


Self‐assessment tool for schools to show areas requiring improved preparedness and track progress

towards increasing preparedness through customized emergency action plan.


Project Results: Youth develop better understanding of DRR, assessment and project management skills,

gain leadership experience.






Project Primary Focus: School Secondary Focus: High School Aged Youth

Estimated Student Hours: 20 to 30 Duration: Months








Helpful Resources: http://www.readyrating.org/

Website: http://www.redcross.org/get‐help/prepare‐for‐emergencies/resources‐for‐schools#Tips‐for‐

School

73 Preparedness

Scanning the Island


Students focused on the fact that many people in their own community would lose vital documents as

well as photographs and other keepsakes when a disaster strikes. Students created a project which is a

pre‐disaster outreach program that used cloud‐based archiving technologies to help community

members preserve critical documents and keepsakes.


Project Results: Families have their vital records and important pictures stored on the cloud for post‐

disaster recovery.






Project Primary Focus: At‐Risk Populations Secondary Focus: Families





Lead Contact: Computer Science Teacher


Student Safety




families, their communities, and beyond. This project was undertaken by the Grand Isle High School in

New Orleans.

Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/grand‐isle‐school/


74 Risk Mapping

RISK MAPPING

75 Risk Mapping

Community Mapping


Students mapped community features and disaster‐related data (housing type/materials, vulnerable

populations, flood prone areas) and used map to discuss vulnerabilities, capacities, and possible actions

for DRR.


Project Results: Youth develop better understanding of vulnerability, increased hazard awareness




Data Collection and Management Skills (e.g., surveys, interviews)


Project Primary Focus: High School Aged Youth Secondary Focus: At‐Risk Populations







Student Interest

Student Safety


76 Risk Mapping

Hazard Explorer


Searchable online map with overlays to indicate areas vulnerable to different hazards identified in the

Seattle Hazards Identification and Vulnerability Analysis (SHIVA).


Project Results: Youth develop mapping, software, website, research, and communication skills.













Student Interest

Ongoing Management

Comments: Youth create online map showing hazards and vulnerable areas in community using a

variety of free software – project was initially carried out in Seattle, WA..

Helpful Resources: Google Maps, MapTiler: https://www.maptiler.com/

77 Training

TRAINING

78 Train ing

911 Emergency Board


Youth deliver preparedness presentation using a "911 Board" made

up with different squares, each with scenes of people experiencing

various emergency situations. For example, one person is having a

heart attack or experiencing a fire while others are dealing with a

flood or earthquake. Then the question to the children was when

should you call 911 (e.g., for the heart attack or fire) but in an

earthquake you only call 911 if it a life and death matter as you

don’t want to tie up the phone lines unnecessarily.


Project Results: Younger children gain a better understanding of

how and when to reach out for emergency services. Increased

participation during Emergency Preparedness Week.






Project Primary Focus: Elementary School Aged Children Secondary Focus: Parents







Access to Resources

Community Support

Comments: Small amount of funding for prizes.

79 Training

Amateur Radio Emergency Services


Certified Radio Amateurs voluntarily register for communications duty in the public service for disaster

response.


Project Results: Youth develop technical, communication, and time management skills, demonstrate

responsibility and civic engagement.







Estimated Student Hours: 20 to 30 Duration: Weeks




Lead Contact: Local amateur radio society


Access to Resources

Funding

Website: http://deltaamateurradio.com/wp/


80 Train ing

Canadian Red Cross: Expect the Unexpected


Booklets designed for ages 7‐8, 10‐11, and 12‐13 that contain activities, quizzes, and scenarios to

educate children about types of disasters and emergency response procedures, designed for facilitation

by teachers or parents. Gets children to make their own commitment plan for an emergency event,

instructions for preparing their family for emergencies, and tips on reducing climate change impacts.

Students receive a certificate once complete.


Project Results: Youth develop a better understanding of hazards and emergency response processes,

gain experience working with younger children and peers, and develop facilitation and leadership skills.






Project Primary Focus: Middle School Aged Children Secondary Focus: High School Aged Youth







Student Interest


Comments: Youth could take on parent/teacher role and educate their peers or younger children using

the booklet.

Helpful Resources: http://www.redcross.ca/crc/documents/3‐1‐3‐1‐1‐Be‐ready‐be‐safe‐Activity‐

Booklet.pdf


educators‐of‐children/help‐students‐learn‐about‐and‐prepare‐for‐disasters/expect‐the‐unexpected‐

program

81 Training

Hungry? No Power? No Problem! Cooking to Empower the Powerless,


This is intended to empower youth with the knowledge of cooking without power, as well as inform

them about disaster preparedness. A one day workshop, organized by students, is designed to teach

students disaster preparedness skills and how to cook without power.


Project Results: All participants are able to showcase their leadership abilities as well as spread their

knowledge and skill to help others cook without power






Project Primary Focus: High School Aged Youth Secondary Focus: Families





Lead Contact: Home Economics Teacher



Funding



families, their communities, and beyond. This project was undertaken by the Alma Bryant High School in

New Orleans.

Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/alma‐bryant‐high‐

school/


82 Train ing

Master of Disaster (PreparedBC)


Resources for parents and teachers to help children (grade 6 level) learn about hazards in BC through

three learning modules.


Project Results: Better educated youth in DRR, leadership skills






Project Primary Focus: Middle School Aged Children Secondary Focus: High School Aged Youth







Student Interest


Comments: Youth could take on parent/teacher role and educate their peers or younger children using

the modules.


recovery/preparedbc/master‐of‐disaster


83 Training

Student Volunteer Army


Volunteer army with emergency response plans who have helped

out in recent earthquakes by responding to calls for help, using

social media to distribute civil emergency notifications and to

connect friends and family in the aftermath, and recruiting after

emergencies for more volunteers to help with immediate response

needs.


Project Results: Youth learn response skills, build a better understanding of DRR and disaster and

emergency management, and increase their civic engagement.













Funding

Access to Resources

Comments: The Student Volunteer Army was initiated by students attending the University of

Canterbury in Christchurch New Zealand following the major earthquake in 2010 to assist in the

community’s recovery. High school and university students participated.

Website: http://www.sva.org.nz/home/


84 Train ing

Teen CERT (Community Emergency Response Team)


Educates students in emergency preparedness and basic response for hazards that may impact their

school and/or community so that they can support school emergency operations and provide surge

capacity to local first responders when needed.


Project Results: Better educated youth on DRR, leadership skills, First Aid skills











Lead Contact: Local CERT Coordinator


Student Safety


Website: https://www.citizencorps.fema.gov/cc/searchCert.do?submitByZip

85 Appendix 1

APPENDIX 1: GLOSSARY OF HEADINGS

Project Title

Brief title, either of an existing project that inspired the potential project, or a proposed title where not

applicable.

Type of Project

This field indicates whether the project is an existing project based on actual projects that are either

completed, in progress, or starting; or, whether the project is a potential project based on projects from

other disciplines or based on an innovation inspired by this research project.

Actual ‐ Completed

Actual ‐ In progress

Actual ‐ Starting

Potential ‐ Based on similar projects in other disciplines

Potential ‐ Innovation

Project Description

Brief description of existing or potential project.

Project Type

This field classifies each entry into a certain category based on its purpose. When a project contains

aspects of more than one category, it is classified based on its most central purpose. Project categories

include:

Building safer schools projects are those that focus on improving the safety of school

environments.

Committee projects are those that consist of a youth committee or council.

Community response is used when the project is directly linked to the community’s response to

a disaster

Contributing to recovery speaks to projects that focus on supporting families or the

community’s recovery post‐disaster

Education / awareness projects seek to improve a community's understanding of hazards,

disaster risk reduction, or disaster and emergency management.

Event projects are those for which the key undertaking is the execution of an event.

Inventory projects are those that count and assess needs of the availability of resources in a

community.

Media are projects for which the key undertaking is a media campaign.

86 Appendix 1

Participatory action research projects are those that involve youth in active research methods

in their communities. Participatory action research methods collect data and seek to understand

a problem based on the researcher’s lived experience and reflection.

Preparedness projects are those that seek to enhance the preparedness of a community.

Risk mapping projects inventory, record, and map the risks in a community.

Training projects are those that focus on training for various stages of the disaster and

emergency management spectrum.

Outcome

This field describes the intended end result of the project in the community. Most entries offer more

than one result for the community, but are classified based on what is anticipated to be their most

dominant outcome. Possible outcomes include:

Better communication of risk

Better prepared communities to deal with disasters

Better prepared families to deal with disasters

Better prepared schools to deal with disasters

Increased disaster resilient community, i.e., the project offers positive impacts for more than

one stage of the disaster and emergency management spectrum, improving overall community

resilience.

Increased hazard awareness

Increased understanding of community‐based disaster and emergency management, i.e., the

project improves the community’s understanding of how they could be affected by a disaster or

emergency and their capacity to recover.

Reduced disaster vulnerability of at‐risk population

Reduced disaster vulnerability of youth

Reduced hazard risk, i.e., the project physically reduces the risk present from a given hazard,

such as through mitigation measures.

Supporting family recovery, i.e., efforts made to reduce the social, psychosocial or economic

recovery of family members

Project Results

This field offers comments on what results youth participants can expect from each project. It is

summarizes the anticipated results of each based on the learning objectives while also taking into

account considerations, duration, focus, and other details captured in the inventory.

87 Appendix 1

Learning Objectives

The inventory lists three learning objectives for youth participation in each project, in order of

magnitude. These include:

Experience coordinating events

Experience using social media for professional communication

Experience with website and media management

Experience working with at‐risk populations

Experience working with local government

Develop communication skills

Develop cultural sensitivity skills

Develop data collection and management skills (e.g., surveys, interviews)

Develop decision‐making skills

Develop first aid / survival skills

Develop general employability skills

Develop group facilitation skills

Develop research skills

Develop leadership / team management skills

Develop lesson plans

Develop mapping skills

Develop public speaking skills

Develop project management skills

Develop technical / trade skills

Gain a better understanding of DRR initiatives

Increased civic engagement

Primary and Secondary Focuses

This field considers the main two populations each project focuses on.

At‐risk populations

Community

Elementary school aged children

Families

High school aged youth

Middle school aged children

Older persons

Parents

Pre‐school aged children

School

88 Appendix 1

Estimated Hours

The estimated community service hours that youth would need to take in order to complete the project.

Up to 20 hours

20 to 30 hours

20 to 40 + hours

Duration

Span of project; when it is anticipated youth would work on the project and how long it would last.

Flexible

Months

Weekends

Weeks

School Personnel Time Commitment

Anticipated commitment required from teacher or other school staff member in comparison to other

potential projects listed.

Minimal

Moderate

High

Disaster & Emergency Manager Time Commitment

Anticipated commitment required from local disaster and emergency management organizational

personnel in comparison to other potential projects listed.

Minimal

Moderate

High

Youth Time Commitment

Anticipated commitment required by youth for the project duration.

Casual / seasonal

Full‐time

Part‐time

Temporary, i.e., the project would be time‐focused around a culminating event or

predetermined end date.

89 Appendix 1

Number of Students

Anticipated number of youth involved in the project for each community, neighbourhood, school, or

iteration.

Individual

Small group, i.e., 2 to 8 youth.

Large group, i.e., more than 8 youth.

Mixed / variable, i.e., the project could be taken on by individuals or in groups.

Considerations

This field indicates the two most significant considerations that could be challenges or barriers to each

project.

Access to resources

Community support

Funding

Ongoing management

Student interest

Student safety

Time commitment ‐ Advisor

Time commitment ‐ School

Time commitment ‐ Student

Transportation needs

Modification

If all conditions are already in place for the project to be undertaken, the field was left blank. For entries

that would require adjustments to be suitable projects for youth, this field indicates:

Requires initiative, i.e., the project would need to be initiated in the community by the student,

school staff, or local DEM organization.

Adjusted focus or scope, i.e., the target population, focus, scale, or scope of the project would

need to be adjusted.

Comments

This field offers comments on potential modifications for projects that “require initiative” or an

“adjusted focus or scope.”

90 Appendix 1

Suggested Community Contact

This field recommends who a student might approach in their own community if they would like to

initiate or participate in the project.

Resources

Provides additional resources to inform and/or support the project.

APPENDICES

Contact Information

These fields contain any contact information for existing projects or for projects that served as

inspiration for potential projects that was publically accessible online.

These headings were drafted following the environmental scan at the beginning of this research project

and have been iteratively refined throughout the project process, based on findings from the literature

review and existing projects. It is intended that the inventory will function as a living document, so that

headings and entries can be repeatedly updated as new projects are added.

APA References

This field contains citations in American Psychological Association (APA) format that link the potential

project to source documents that inspired the project or provided information about the project.

91 Appendix 2

APPENDIX 2: PROJECT CONTACT INFORMATION

Amateur Radio Emergency Services

Contact Name: Chris Scholefield Delta Amateur Radio Society

Contact Email: [email protected]

Website: http://deltaamateurradio.com/wp/

Artistic Relief and Therapeutic Support for Youth


Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/benjamin‐franklin‐

high‐school/

Business Continuity Outreach

Contact Name: Ginger Sherlock Emergency Program Coordinator

Contact Email: [email protected] Contact Phone: 604.514.2820

Contact Address: 5785 203 Street, Langley, BC V3A 9L9

Camp Counsellors at Community Safety Village

Contact Name: Deb Robinson York Community Safety Village

Website: https://www.yrp.ca/en/community/community‐safety‐village.asp

Camp Hopewaves


Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/gulfport‐high‐school/


Contact Name: Canadian Red Cross


Website: http://www.redcross.ca/how‐we‐help/red‐cross‐youth/national‐youth‐engagement‐

advisory‐committee

92 Appendix 2

Cyber‐Seniors

Contact Name: Brenda Rusnak Producer (Best Part Productions Inc.)

Contact Email: [email protected] Contact Phone: 416‐388‐0310

Website: http://cyberseniorsdocumentary.com/

Disaster Recovery Leader Development Project


Website: http://www.etic.or.jp/recoveryleaders/en/about_the_project

Emergency BINGO




Emergency Social Services (ESS) Emergency Preparedness Champion

Contact Name: City of Surrey Emergency Social Services Program


Contact Address: 13450 ‐ 104 Ave. Surrey, BC, V3T 1V8

Website: http://www.surrey.ca/city‐services/674.aspx

EvacuSpots

Contact Name: Morgana King Arts Council of New Orleans


Website: http://evacuspots.evacuteer.org/

93 Appendix 2

Geeks and Geezers

Contact Name: Colleen Brownlee Metchosin Seniors Information Resource Centre Co‐ordinator

Contact Phone: 250‐478‐5150

Contact Address: Metchosin SIRC, 4495 Happy Valley Rd., Metchosin, British Columbia, V9C 3Z3

Hazard Walking Tour

Contact Email: [email protected] Contact Phone: 415‐984‐1478

Website: http://www.chinatownalleywaytours.org/

Hungry? No Power? No Problem! Cooking to Empower the Powerless,


Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/alma‐bryant‐high‐

school/

LISTOS

Contact Name: Cynthia Valdivia LISTOS Emergency Readiness Program


Website: https://www.facebook.com/Listos‐de‐Washington‐County‐1662855493983597/



Contact Address: Block A ‐ Suite 200, 2261 Keating Cross Road, Saanichton BC V8M 2A5



Mentor Up

Contact Name: American Association of Retired Persons Foundation ‐ Mentor Up Program


Website: http://www.mentorup.org

94 Appendix 2

Neighbourhood Capacity Survey

Contact Name: Village of Anmore, B.C.


Contact Address: 2697 Sunnyside Road, Anmore, B.C. V3H 5G9

Website: http://www.anmore.com/sites/anmore.civicwebcms.com/files/media/2015‐11‐10%20‐

%20community%20emergency%20capacity%20inventory.pdf

Puppet Show

Contact Name: Larry Pearce Regional Director (Retired)


Contact Address: 5718 Sunshine Falls Lane, North Vancouver, BC. V7G2T9

Red Cross Club

Contact Name: American Red Cross


Website: http://redcrossyouth.org/college‐resources/red‐cross‐club‐toolkits‐2/

Red Cross National Youth Council

Contact Name: Sally Yin American Red Cross


Website: http://redcrossyouth.org/arcnyc/

Resilience by Design Game

Contact Name: Resilience by Design Innovation Lab

Contact Email: [email protected] Contact Phone: 250‐391‐2600 ext. 4358

Contact Address: 2005 Sooke Road, Victoria, BC

Website: resiliencebydesign.com/research/board‐game/

95 Appendix 2

Scanning the Island


Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/grand‐isle‐school/

Student Volunteer Army

Contact Email: [email protected].

Contact Address: 49 Creyke Road, Christchurch, Canterbury, NZ 8041

Website: http://www.sva.org.nz/home/

Supplier Outreach





Contact Name: Canadian Red Cross

Contact Email: [email protected].


educators‐of‐children/help‐students‐learn‐about‐preventing‐the‐spread‐of‐germs

The Youth Reporter Project

Contact Name: Christelyn Sibugon Plan International Philippines

Contact Email: Christelyn.Sibugon@plan‐international.org

Website: https://www.facebook.com/YouthReporterProject/

96 Appendix 2


Contact Name: Robin Cox Principal Investigator


Contact Address: Royal Roads University, 2005 Sooke Road, Victoria, BC, Canada, V9B 5Y2

Website: http://www.ycdr.org/contact/



Contact Name: Katharine Haynes Author


Zombie Dance Performance




Zombie Preparedness

Contact Name: PreparedBC


Contact Address: Block A ‐ Suite 200, 2261 Keating Cross Road, Saanichton BC V8M 2A5



97 Appendix 3

APPENDIX 3: REFERENCES

Animation Theatre

Martel, C. (1999). Quebec's psychosocial interventions in an emergency measures situation.

Traumatology 5(3). Retrieved from

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2014‐10391‐006


Canadian Red Cross. (2016). National Youth Engagement Advisory Committee. Retrieved from

http://www.redcross.ca/how‐we‐help/red‐cross‐youth/national‐youth‐engagement‐advisory‐

committee

Canadian Red Cross: Expect the Unexpected

Canadian Red Cross. (2016). Expect the unexpected program. Retrieved from

http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐

educators‐of‐children/help‐students‐learn‐about‐and‐prepare‐for‐disasters/expe

Community Mapping

Gaillard, J. C., & Pangilinan, M. (2010). Research note: Participatory mapping for raising disaster risk

awareness among the youth. Journal of Contingencies and Crisis Management, 18(3), 175‐179.

Cyber‐Seniors

Rusnak, B. (Producer), & Cassaday, S. (Director). (2014). Cyber‐seniors. [Motion Picture] Toronto, ON:

Best Part Productions Inc.

Geeks and Geezers

Huber, C. (2014, January 17). Geeks and geezers tackle technology in Metchosin. Goldstream News

Gazette (Victoria, British Columbia)

Hazard Hunt School Retrofit Team at Nathan Hale Public High in

Seattle, US

Wachtendorf, T., Brown, B., & Nickle, M. C. (2008). Big bird, disaster masters, and high school students

taking charge: The social capacities of children in disaster education. Children, Youth, and

Environments, 18(1), 456‐469.

98 Appendix 3

Increasing Resiliency: Strategies for Managing Obesity

DyckFehderau, D., Holt, N. L., Ball, J. D., Alexander First Nation community, & Willows N. D. (2013).

Feasibility study of asset mapping with children: Identifying how the community environment

shapes activity and food choices in Alexander First Nation. Retrieved from

https://www.ncbi.nlm.nih.gov/pubmed/23534835


PreparedBC. (2017). Master of disaster: PreparedBC learning resources for grade 6 students. Retrieved

from http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐


Mentor Up

AARP Foundation. (n.d.). Mentor up. Retrieved from https://www.mentorup.org/opportunities

Photovoice Project

Wang, C. C. (2006). Youth participation in photovoice as a strategy for community change. Journal of

Community Practice, 14(1), 147‐161.

Plant‐Fest

Hayes, L. (1998). Recovery: A local government response. Australian Journal of Emergency Management,

13(2), 22‐26.

Seattle Hazard Explorer

City of Seattle. (2015). Seattle hazard explorer. Retrieved from

http://seattlecitygis.maps.arcgis.com/apps/MapSeries/index.html?appid=0489a95dad4e42148d

bef571076f9b5b

Social Media Campaign

Merchant, R. M., Elmer, S., & Lurie, N. (2011). Integrating social media into emergency‐preparedness

efforts. The New England Journal of Medicine, (365), 289‐291.

Street Theatre on the Guinsaugon Landslide 2006

Mitchell, T., Tanner, T., & Haynes, K. (2009). Children as agents of change for disaster risk reduction:

Lessons learned from El Salvador and the Philippines (Working paper). Brighton, GBR: Children in

a Changing Climate ‐ Institute of Development Studies. Retrieved from

http://www.undpcc.org/undpcc/files/docs/publications/CCC_Working%20Paper_Final1_Screen.

pdf

99 Appendix 3

Teen CERT (Community Emergency Response Team)

Federal Emergency Management Agency. (2016). Teen, campus, and workplace community emergency

response team programs. Retrieved from https://www.fema.gov/teen‐community‐emergency‐

response‐team


Canadian Red Cross. (2016). Help students learn about preventing the spread of germs. Retrieved from

http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐

educators‐of‐children/help‐students‐learn‐about‐pre


Cox, R., Peek, L., Tobin‐Gurley, J., Heykoop, C., Michaud, S. & Pybus, K. (2014). Youth creating disaster

recovery and resilience. Retrieved December/28, 2016, from http://www.ycdr.org/

Youth Preparedness Council

Federal Emergency Management Agency. (2017). Youth preparedness council. Retrieved from

https://www.ready.gov/youth‐preparedness‐council



Haynes, K., & Tanner, T. M. (2015). Empowering young people and strengthening resilience: Youth‐

centred participatory video as a tool for climate change adaptation and disaster risk reduction.

Children's Geographies, 13(3), 357‐371.

Zombie Preparedness

PreparedBC. (2017). Zombie preparedness. Retrieved from

http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐


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