@article {bnh-3050, title = {Building best practice in child-centred disaster risk reduction: Annual project report 2015-2016}, number = {188}, year = {2016}, month = {09/2016}, institution = {Bushfire and Natural Hazards CRC}, address = {Melbourne}, abstract = {

This Annual Report summarises progress to date on Building Best Practice in Child-Centred Disaster Risk Reduction (CC-DRR), with a focus on 2015-16.\  The first 2.5 years has included scoping and review, the development of a conceptual framework to guide the research, an utilisation roadmap, and the initiation of pilot and main research.\  The CC-DRR Project conceptual framework reflects a parsimonious research narrative designed to build on research-policy-practice progress to date but, critically, solve problems and challenges across that nexus.\  The narrative itself has two guiding questions as follows:

Research to date has commenced and is ongoing across these major areas.\  This includes research started in 2014-15, but continuing in 2015-16, focused on major stakeholders{\textquoteright} views, including children and youth, households and parents/caregivers, teachers and school personnel, emergency management/DRR professionals. It includes in 2015-16 initial research on CC-DRR-related student learning and DRR/resilience program outcomes, commencement of costings-related research, and research on implementation obstacles and facilitators for schools and emergency management agencies.\  With project End Users as primary stakeholders, 2015-16 reflected many consultations and end user capacity-building workshopping. This included their direct involvement in the Project to ensure that current CC-DRR-focused disaster resilience education (DRE) programs reflect their needs and reflect theory and promising, good and best practices (i.e., Through a {\textquotedblleft}co-development and co-evaluation{\textquotedblright} process with End Users, 2015-16 included developing and refining a CC-DRR Practice Framework. Since its development, the Framework has begun to be used to systematically evaluate End User agency DRE programs to ensure they reflect evidence-based practices (EBP{\textquoteright}s). The framework incorporates three core dimensions (design, implementation, evaluation) and three guiding principles (collaboration and partnership, protection and participation, diversity and equity) (see Figure 1 on p. 24).\ 

These agency-based DRE programs are now being examined for {\textquotedblleft}practice-based evidence{\textquotedblright} (PBE), including child learning outcomes and DRR and resilience outcomes.\  Both EBP and PBE steps are couched within an implementation framework, with project research designed to support both policy- and practice-based implementation of CC-DRR/DRE programs. Research on implementation began in 2014-15 and continues in 2015-16, including the commencement of a PhD study on EM agency implementation policies and practices.\  This report goes into more detail on this program of research and related activities, including summarising progress in CC-DRR research to date, as well as some important challenges that have been identified.

}, issn = {188}, author = {Kevin Ronan and Briony Towers and John Handmer and Katharine Haynes and Eva Alisic and Nick Ireland and Marla Petal and Susan Davie and David Johnston and Vicki Johnson} }