3. Analyze their community’s disaster history and seasonal disaster calendar. 4. ID and analyze disaster causes & risks (including climate change). 5. Link identified vulnerabilities to opportunities for capacities and resources that can reduce risk. 6. Plan for disaster preparedness, prevention & mitigation activities. Proceedings of the International Conference on Climate Change, Biodiversity and Ecosystem Services for the 327 Sustainable Development Goals (SDGs): Policy and Practice 27-29 June 2016, Cha-am, Phetchaburi, Thailand Contents: 1. Iceb reaker s , hopes , Fear s & expectations, Ground Rules (through the use of “Mandala”) 2. Community maps 3. Better understanding of our risks 4. Hazard Identification 5. Disaster History 6. Hazard Ranking and Disaster causes & Impacts 7. Vulnerability ID and Transforming vulnerabilities into capacities and identifying prevention, preparation & mitigation activities. 8. Conclusion & evaluation Specimen 1: Icebreaker 3: Our feelings in the event of emergencies & disasters During this activity, participants discuss the different feelings they might have in the event of a disaster, sometimes feelings that cannot be controlled, including fear, anger, crying, anxiety and despair. Learning how to manage these feelings is important in an emergency or disaster so that we can act appropriately. Disasters can scare us, our families and out neighbors, but solidarity and teamwork should be cultivated so that we can support each other. Process: 1. Explain to the group that during this activity, we talk and reflect on our individual and family feelings during disasters or emergencies that have occurred in our community. 2. Divide the children into groups of 3-4 each 3. Each one receive a photocopy copy of “mandala” (their choice) with crayons and markers. Together, they color their choices and their feelings as expressed in the colors chosen indicating their feelings about what happened. 4. Ask each child/minor to present their pictures/mandalas describing what they have drawn and sharing their feelings about what has happened. During presentations, the facilitator should emphasize the importance of listening to each other and respecting each others’ feelings, creating an environment of safety among the children. 5. After all the presentation, discuss together its importance to their lives. To share their feelings about disasters (to understand that they are not alone, to be able to heal, to be able to prepare ourselves better for future risks); discuss who they can share their feelings about disasters with friends and trusted adults in the community such as school teachers, counselors or religious leaders, and discuss how being more prepared for disasters and understanding our capacities and vulnerabilities in the event of a disaster can help them be better prepared and less scared.
Proceedings of International Conference on Climate Change, Biodiversity and Ecosystem Services for the Sustainable Development Goals : Policy and Practice 27-29 June 2016 at the Sirindhorn International Environmental Park, Cha-am, Phetchaburi, Thailand
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