Child Centered CSDRM

This publication is designed for agencies and practitioners that aim to work with
children on disaster risk reduction and climate change adaptation.

This resource was developed by Kelly Hawrylyshyn with Edwin Elegado and Baltz
Tribunalo. Editorial support and inputs were provided by IDS (Katie Harris and
Frances Seballos) and Plan staff in Asia as part of the Strengthening Climate
Resilience programme. This publication has been designed by Vicky Eleen Diopenes.
Photos are taken by Plan International and Katie Harris.

We would like to thank the girls and boys in the Philippines who shared their ideas,
enthusiasm and commitment to promote a child centered approach to CSDRM.

This material has been funded by UKAid from the Department for International
Development, however the views expressed do not officially reflect the
department’s policies.

copyright © 2011

4
CONTENTS
Introduction 1
Planning for a Child
Centered Approach to 5
CSDRM

How to Introduce
CSDRM to Children
11

Annex: Introducing the
Child Centred CSDRM 15
Approach to Children –
Workshop Guidelines

About the Climate Smart Disaster Risk Management Approach

The Climate Smart Disaster Risk Management approach was developed by the
Strengthening Climate Resilience (SCR) programme, a DFID funded programme
implemented by the Institute of Development Studies (UK), Christian Aid and Plan
International. Through a period of two years (2010-2011), SCR worked extensively
with policy makers and practitioners to develop the Climate Smart Disaster Risk
Management (CSDRM) approach. The approach seeks to address the gap in
effectively incorporating climate change into disaster risk management (DRM) work,
to ensure development work is both climate smart and disaster proof. The CSDRM
approach was developed iteratively with over 1,000 policy makers, practitioners,
scientists and academics from ten at risk countries in Asia and Africa1.

For more information visit www.csdrm.org

About Plan International

Founded in 1937, Plan is one of the largest child centred community development
organisations, working in 62 countries on projects and initiatives that address
the causes of poverty and its consequences for children’s lives. Plan works with
children, their families and communities to build a world where children are safe,
healthy and capable of realising their full potential.

Plan’s approach to sustainable development takes place through our child centred
community development programme framework, based on a rights-based approach,
guided by the UN Convention on the Rights of the Child. Our interventions are
focused on integrated programmes centred on: health; education; governance;
youth economic empowerment; gender; disaster risk reduction and emergency
response; and building relationships between the developing and developed
countries through development education and advocacy.

For more information visit www.plan-international.org

ACRONYMS

CC Climate Change
CCA Climate Change Adaptation
CSdrM Climate Smart disaster risk Management
CSo Civil Society organization
drM disaster risk Management
drr disaster risk reduction
GhG Greenhouse Gas
ipCC intergovernmental panel on Climate Change
iSdr international Strategy for disaster reduction
SCr Strengthening Climate resilience
UnCrC United nations Convention on the rights of the Child
UniSdr United nations international Strategy for disaster reduction

A child For children all over the world, climate The Development of CSDRM

centered
change means an unjust inheritance of
a future which is far from predictable. Given this pressing need, plan

approach to
inevitably children in least developed international, joined the institute
countries are at highest risk of the of development Studies (UK) and
consequences of climate change. Christian Aid in the Strengthening

climate smart
Most recent ﬁgures estimate that Climate resilience (SCr) programme
175 million children will be adversely which developed the Climate Smart

disaster risk
affected by climate change2. the disaster risk Management (CSdrM)
changing climate is set to have a approach. CSdrM aims to enhance
growing impact on the realisation the ability of governments and civil-

management
of the rights of girls and boys to society organisations in developing
survival, development, protection and countries to build the resilience of
participation. the priority of ensuring communities to disasters and climate
that disaster risk reduction and climate change as part of their development
adaptation measures are in line with work.
efforts to reduce the underlying causes
of poverty and exclusion, is being the Climate Smart disaster risk
increasingly recognized. But efforts to Management Approach (CSdrM)
ensure excluded groups, particularly is described as an approach that
girls and boys, are empowered to supports organisations to think and
adapt and to inﬂuence local, national work in integrated ways. With it you
and international responses to climate are setting out on an integration
change, require greater commitment journey, a pathway to more joined-up
and action now. working3. it seeks to inform strategic
planning, program development and
policymaking in order to ensure much

1 A Child Centered ApproACh to CSdrM

“...the important thing is all our problems are
interconnected and so are our solutions”
- Edwin Elegado, SCR SEA Regional Coordinator,
Plan International

needed integration of disaster risk reduction (drr) and climate
change adaptation (CCA). integrated programmes can more
effectively address the underlying vulnerability which renders
governments and communities at high risk to the changing
climate and other disasters. it is an approach that encourages
various stakeholders to look into and tackle changing disaster
risks and uncertainties, enable adaptive capacities, and to
address poverty and vulnerability and their structural causes. All
these are seen as critical measures needed to truly strengthen
climate resilience.

the CSdrM approach consists of three pillars divided into 12
action points (see Figure 1: The Climate Smart DRM Approach
and Action Points, page 3). CSdrM guiding questions and
CSDRM indicators can help you assess and reﬂect on your
organisation’s work and operational environment in relation to
CSdrM. they help you identify your strengths and weaknesses
in relation to the 12 action points.

the CSdrM approach not only facilitates the process of
analysing whether existing programs and initiatives are climate-
smart or not, it also facilitates the identiﬁcation of pathways for
integration that can help institutions in ensuring greater resilience
of their planned interventions. “Changing Climate, Changing
disasters, pathways to integration” a global SCr publication
provides guidance on how to use the approach for identifying
integration pathways, developing action plans and monitoring and
evaluating your move towards integrated policy or programmes.

A Child Centered ApproACh to CSdrM 2

CSDRM: an
integrated
approach
to promote
resilience


Why a child centered approach?
plan’s grassroots action research and development education work supports
evidence that children are effective leaders of change. opportunities for their
learning, action and influence on issues around climate change and sustainable
development should thus be maximized.

• Many studies from around the world show that children are concerned about
the environment, inequality, and poverty, and that they want to do something
about these problems4.
• in most vulnerable localities, well educated and informed children are often
better placed than their parents to engage in drr and CCA decision
making processes and actions.
• research shows that children have a clearer appreciation about long term
risks compared to their elders who are usually, due to poverty constraints,
most focused on short and medium term risks. Children also generally
display a better capacity than adults to communicate risk information
amongst their peers, families, neighbours and their community5.

With children’s health, education, livelihood prospects and well-being already
significantly affected by climate change, we at Plan are committed to involving
girls and boys in finding solutions to ensure their rights to survival, development,
protection, and participation are safeguarded and upheld within a changing
climate.

in order to align the CSdrM approach engaged in child rights programming (such As a result, plan has contextualised
closer to plan’s mandate of child centred as education, health, child protection, the CSdrM approaches’ action points,
community development, we have among others) - CSdrM for children; and guiding questions and indicators (see
adapted the approach to reflect both: pages 6-10) so these promote both
2) the need for children to better CSdrM actions that contribute to the
1) the need to ensure that the understand the implications of climate realization of children’s rights (CSdrM for
promotion of an integrated approach to and disaster risks on their rights and children) and CSdrM actions that support
climate adaptation and drr also focuses how the CSdrM approach can promote children to be better informed and to be
on and contributes to the realisation of the greater resilience of programme able to contribute to building resilience
rights and needs of girls and boys. this interventions which aim to fulfill children’s through CSdrM (CSdrM with children).
includes the need to ensure much greater rights - CSdrM with children.
integration in CSdrM work of sectors

CSDRM for children CSDRM with children
CSDRM strategies that are child centred reflect the CSDRM strategies that are child centred are those where children
recognition of children as one of the main vulnerable groups and young people are also granted the space and support to
to disaster and climate risks. It ensures that specific attention contribute to reducing disaster and climate risks. This can include
is paid to the unique needs and rights of girls and boys of supporting children:
different ages within a changing climate. This requires, for • to design and deliver CSDRM awareness raising activities
example, setting up appropriate mechanisms to safeguard through community radio programmes, theatre, participatory
children’s protection and wellbeing -- such as the provision video – thereby contributing to CSDRM Pillar 1 Action Point
of gender and age sensitive social protection services – in INFORM;
line with the CSDRM approach’s pillar 3: Address poverty and • to learn and adopt new DRR technologies or behavioural
vulnerability and their underlying causes. It would also require changes through school curricula, extra-curricular activities and
the need to ensure climate change adaptation and disaster job-creation –, thereby contributing to CSDRM Pillar 1 Action
management policy and services safeguard the individual Point INFORM, Pillar 2 Action Point EXPERIMENT and Pillar 3
needs of girls and boys through more resilient public services Action Point DEVELOP;
that support their survival and development – such as health, • and supporting children to contribute to, lead and mobilise
education and social protection -- in line with the CSDRM community action for local CSDRM interventions – thereby
approach’s pillar 2: Enhance Adaptive Capacity. contributing to CSDRM Pillar 3 Action Points EMPOWER and
ADVOCATE

A Child Centered ApproACh to CSdrM

A child centered to ensure the CSdrM approach
directly aligns with the realisation
& CCA planning (e.g. Ministry of
environment, Civil defence, Ministry

version of
of child rights, plan adapted the of Agriculture etc).
approach’s 12 action points and
guiding questions, as well as the CSDRM Pillar 2

the CSDRM corresponding indicators. this
process of contextualisation of the
Enhance Adaptive Capacity
there is a need to ensure the

approach
approach to child rights required inclusion of children and youth
identifying interventions that support groups (school based and in
both CSdrM actions for children informal education) as important
and with children. organisations and networks
which need to be strengthened to
the following are examples of how tackle changing disaster risks and
CSdrM actions, from each of the uncertainties through innovation and
three pillars of the approach, have experiment (CSdrM Action point
been adapted by Plan to reﬂect a EXPERIMENT).
child centred approach:
CSDRM Pillar 3
CSDRM Pillar 1 Address Poverty & Vulnerability
Tackle Changing Disaster Risks and their Structural Causes
and Uncertainties the role of schools and informal
in calling for the strengthening of learning mechanisms for children
collaboration and integration and youth must be highlighted in
between diverse stakeholders ensuring skills development for
working on disaster, climate and the protection of ecosystems, take
development (CSdrM Action point up of renewable energy and other
COLLABORATE), it is necessary to low carbon development options
highlight the role of the speciﬁc child- (CSdrM Action point DEVELOP).
rights sectors (ie: education, health
and social affairs) which, as a norm, See the full table of the Child
are not integrating with other more Centred version of the CSdrM
standard sectors engaged in drM approach on the following pages.


“…There is fulfilment. In our own simple
ways, we can make a difference”
- 16 year old girl


CSDRM through the lens of child centered
development
in the philippines, drr practitioners More specifically, after the session to explore their perception of the
from the Plan Country office and children were expected to: disaster risks facing their community;
Eastern Samar field office undertook and how these challenges are
the task of tailoring the CSdrM • have increased their awareness presently being addressed. this
approach to make it accessible to on local climate and disaster risks included identifying good practices
children and inclusive of their specific • have identified concerns and and reviewing the role of duty bearers
rights. they aimed to look at CSdrM initiatives to manage or address and right holders and the children’s
through the lens of child-centred these risks own roles and contributions to making
development. Using the Convention of • provided inputs and their communities more resilient to
the rights of the Child (UnCrC) and recommendations on how their disaster and climate risks. once this
the “Children’s Charter for drr” as issues and concerns can be common knowledge base was shared
the main entry points, it was possible reflected in the approach and agreed, the children were then
to share the approach, the concepts • be able to demonstrate and supported to review in more detail the
behind it and the latest thinking on recommend how best the actions taking place to address their
integration with children. approach or its messages can community’s risks; including what has
be communicated to their peers, been done/is being done (appreciative
plan philippines’ staff were able to families, in their schools and their inquiry); what could have been done
successfully share the approach, the communities. differently to achieve positive results
concepts behind it and the overall (forward looking); and finally, what
messaging of an integrated approach Children were supported to first additional things can they, as children,
to resilience to a group of 13 children understand disaster risks and how do by themselves and in partnership
(6 girls and 7 boys) from the province these relate to their situation with their community to support
of eastern Samar, the philippines. and that of their community – by CSdrM (strategic planning).
exploring recent disaster occurrences
Objectives of the session with and/or drr intervention they, or the process began with a review of
children: to contextualize the other members of their community basic disaster risk management
CSdrM approach to children’s rights were engaged in, and how these and climate change concepts,
and their perspectives, with the interventions relate to national and terminologies and interventions.
general aim of contributing to building local policies, and institutional and the children were asked what was the
community and children’s resilience to operational frameworks in their first thing that came to their mind when
disaster and climate risks. country. they were then supported they heard the words ‘climate change’,


“...children are more capable of understanding
integration of climate change and DRM
than some staff members”
- Baltz Tribunalo, DRR Advisor, Plan Philippines

‘disaster’, ‘hazard’ or ‘vulnerability’. the children were then asked to example, they felt that tree planting
through their sharing and inputs from explain why they feel disasters and helped tackle changing disaster risks
the workshop’s facilitation, a better climate change have an effect on the and uncertainties, helped enhance
understanding of these terms was realisation of their rights. adaptive capacity; and helped address
secured. root causes of vulnerability.
only after these rich discussions and
the children were then asked what activities ensured the girls and boys the children were then given free
they felt their rights were, or should were fully comfortable with the issues reign to come up with different
be. Their inputs included: right to being discussed, were the concepts ways to communicate climate and
education, right to have an identity, behind the CSdrM approach disaster resilience to their peers and
right to be protected, right to express introduced. the facilitators introduced the wider community. their creativity
our voice. (see photo, below right) the CSdrM approach by sharing the flourished as they developed role
definition of each of the three pillars plays, visual message boards and
After establishing this common of the approach and how they relate community messaging that they felt
understanding on the rights of to child rights, and to barriers which would effectively promote the CSdrM
all children, using stickers and prevent the realization of children’s approach and its call for greater
drawings, they investigated the rights to survival, development, programme integration (within sectoral
interconnectedness of disasters and protection and participation. the interventions and with scales – from
climate change and the fulfilment of children were then tasked to local to national).
their identified rights. categorise - under each of the three
CSdrM pillars - each of the activities A step by step guide on how to
this activity was followed by a they, their family or their community facilitate a CSDRM workshop with
discussion that introduced the CSdrM are doing to address their rights: children is available in the Annex.
concept of integration - which means
ensuring that CSdrM actions are • CSdrM pillar 1: tackle changing
integrated within existing policy, disaster risks and uncertainties;
planning and programming, and • CSDRM pillar 2: enhance adaptive
ensuring that greater integration within capacity; and
different interventions are taking place • CSDRM pillar 3: address poverty
to address each of the three pillars of and vulnerability and their
the CSdrM approach. underlying causes.

to ensure full understanding of the The children identified some activities
discussions, together the group that they felt corresponded to
decided on the local language (waray- achieving two or more of the CSdrM
waray) term sarasalado, to convey the pillars and identified activities that
meaning of the word integration. integrated all three CSdrM pillars. For


Child-centered CSDRM challenges
and opportunities
Let people discover for within the region, and played the dual elements of the CSdrM approach the
themselves role of sharing the lessons learnt from children absorbed and found important to
the process designed for communicating the previous programmes with a new share. it also gave the children a chance
the CSdrM approach with the children of audience. Although this may seem a very to learn new and innovative ways to
eastern Samar centred on the concept of obvious way of explaining something communicate ideas.
rights. it didn’t actually involve introducing new, this takes time to do effectively -
the approach until quite late in the investing in preparation is key. Embrace different
workshop sessions. this was intentional interpretations
and very effective. it allowed the children Don’t gloss over the difficulties One specific activity in the workshop with
to consider for themselves the impact the concept of adaptive capacity was the children provided the space for the
of disaster risk and climate change, and new to the majority of the children and children to define for themselves DRR
how these interact with development even to some plan drr staff. Many of or CCA interventions that they or their
interventions in their communities. the the children misunderstood adaptive community had been engaged with, and
children began to develop for themselves capacity to mean simply capacity. As one categorise them under the three pillars.
an understanding of the interconnections of the more challenging concepts, further this provided the opportunity for debate
between climate change, disasters explanation was needed for the term to and discussion around what programmes
and development, which made the be truly understood. Using examples had actually achieved, and often the
introduction of the three pillars of the relevant to the local context, scenarios realisation of multiple benefits. One thing
CSdrM approach seem like common and a game (to demonstrate change, plan philippines learnt from this process
sense. the interdependence of different parts was the importance of not to try and
in a system and flexibility) a lot of time ‘correct’ the children’s interpretations
Build on what the children was invested into ensuring everyone of the interventions. in some ways, the
already know understood the meaning behind the term. children’s interpretations of interventions
Using examples that the children were provided a more realistic outcome to
already familiar with was the most If they can share it, they know it measure against what the intervention
effective way to explain the three pillars A fun and interactive way to determine was intended to achieve. Moreover,
of the CSdrM approach. An example the level of understanding of the CSdrM rather than being told that gaps between
used in the eastern Samar process approach is to ask the participants to the different sectors exist, the children
was to use videos (which some of the explain how they would communicate were able to see for themselves both the
children were involved with making) from the approach (or integration) to their silos and overlaps, and thus had a better
climate change awareness projects and community. hearing the children explain grasp of the level of integration between
public service announcements. this also the concepts behind the approach different interventions in their area.
helped to ensure continuity between allowed plan staff to truly assess how
the programmes plan are implementing much they understood, and what Katie Harries, SCR Programme Manager
Adapted from: Changing Climate, Changing
Disasters, Pathways to Integration” (SCR: 2011)

13 A A Child Centered ApproACh to CSdrM
13 Child Centered ApproACh to CSdrM

Child-centered CSDRM Children’s Charter for DRR
and the Children’s Charter the Children’s Charter for drr was developed through consultations
with more than 600 children in 21 countries in Africa, Asia, the Middle
the entry point for communicating CSdrM East and Latin America and identifies children’s priorities for Disaster Risk
to the Filipino children was the Children’s reduction. this is a Charter for children developed with children. it is an
Charter and the CSDRM’s pillar three: important reflection of what children themselves are talking about and how
Addressing Poverty and Vulnerability and their priorities should shape the views of decision-makers at the highest
Their Underlying Causes. plan’s drr level. the Charter was launched during the 2011 Global platform for
practitioners were able to explore how drr in Geneva and was promoted by iSdr during the international day
integrated programming is required in for Disaster Reduction on 13th October 2011. The five priorities for DRR
order to achieve the rights of the child and identified by children include:
similarly, how climate change will cause
added complexities in achieving the five 1. Schools must be safe and education must not be interrupted.
priorities of the Children’s Charter for 2. Child protection must be a priority before, during and after a disaster.
drr. the children who took part in the 3. Children have the right to participate and to access the information
workshop recognised for themselves that they need.
the current policies for reducing disaster 4. Community infrastructure must be safe, and relief and reconstruction
risk aren’t sufficient under a changing must help reduce future risk.
climate. the children made the case that 5. disaster risk reduction must reach the most vulnerable people.
local planning should incorporate all issues
that come under the three pillars of the the aim of this charter is to raise awareness of the need for a child-
CSdrM approach, especially those that centred approach to drr. All governments, donors and CSos are being
cut across the pillars. Moreover, there was challenged to take appropriate steps to protect children and utilise their
common agreement that the fulfilment of energy and knowledge to engage in drr and climate change adaptation.
their rights can be enabled through the
operationalisation of the CSdrM approach.
For more information see:
http://www.childreninachangingclimate.org/database/CCC/Publications/children_charter.pdf


Facilitator’s WORKSHOP LOGISTICS:

Guide
Ideal Workshop timing: A two day workshop would be the ideal. this excludes
travel time for the children, and it should preferably take place on a weekend
or during school holidays to avoid disruption to the children’s schooling. the
sessions below can be adjusted to facilitate a shorter workshop.
Facilitation: at least 2 facilitators (male and female) trained in child rights, child
protection, child participation, drr & CCA
Group size: maximum size of 20 children – ideally disaggregate groups by
gender
Materials required: videos, projector, laptop, metacards, markers, flip-chart
paper, flip-chart, tape, scissors, colored papers, glue

WORKSHOP METHODOLOGY:

Exercise 1 : Getting to know you – Following a welcome and introduction to
the workshop and its facilitators, a fun introduction of participants takes place.
participants are instructed to form two lines and are then made to face each
other to find a partner. Using the local songs as a background participants say
hello and introduce their names to their partners, add a few personal details and
conclude the brief conversation by describing oneself using the first letter of their
names. When the song stops they move down to the next partner until almost
everyone has met and introduced themselves to every participant.

Exercise 2 : Sharing their expectations and hopes for the workshop - the
facilitator shares the objective of the workshop and outlines the sessions to take
place. participants are tasked to list their expectation on metacards. they are
then requested to post their expectations on the flip-chart paper posted on the
wall, placing them under the appropriate categories: Activity, Participants and
Facilitators. they are encouraged to use the local language when elaborating or
explaining their answers.


“…I am happy because even though
I am an out of school youth,
I feel like I’m studying”
- 18 year old boy

Exercise 3 : Child friendly Videos on DRR and
• What projects have you been involved with – what topics
did these include?
CCA to be screened which serve as an introduction • What was your involvement / role / participation?
to the topic of drr and CCA, and a refresher to the • What were your friends, families, school’s involvement /
participants of previous work they may have been role / participation?
involved in this area. (See useful video resources • How did you find the activity – were you happy, sad etc.?
available on page 17 that can be used for this session. • What benefits did it bring you, your friends, families, the
The screening should be followed by a brief discussion whole community?
on the children found interesting/surprising/etc.) • What were the limitations / negative results? What are your

Exercise 4 : Review of basic disaster risk •
concerns as a result of these activities?
What could have been done differently to come up with
management and climate change concepts, better results?
terminologies and interventions. the children sit in a
circle and are asked to share what comes first to their
mind when they hear the following words: disaster,
hazard, vulnerability, risk, climate change, disaster
risk management, GhGs, climate change adaptation,
climate change mitigation and resilience. the facilitator
should ensure all participants contribute to defining and
demystifying the terms, and he/she is responsible for
providing technical input and practical examples to aid
in understanding as needed.

Exercise 5 : Sharing and providing feedback on
children’s past and current disaster risk reduction
and climate change initiatives. this session provides
the participating girls and boys an opportunity to
refresh their memories on recent activities related to
drr or CCA they may have been engaged in. the
following questions are posed for discussion and
brainstorming:


Exercise 6 : Recap of terms and definitions.
the children are then provided with explanations of
the formal definitions of terms – using the definitions
of terminologies from UniSdr and the ipCC but
explanations to use examples related to the local
context and local dialect to ensure better understanding
by the children. Children can also be involved in
a group game using drr terms such as hazard,
vulnerability and disaster as cue to make an action:

the children are asked to form a circle while standing
and then to connect their hands and stretch out their
arms to perfect the circle with enough distance. they
are instructed to place the palm of their right hand
facing up, and the palm of their left hand facing down.
the facilitator then gives them the instructions for the
game: “When I say ‘hazard’, you have to rub your
palms with each other’s. When i say ‘vulnerability’ you
have to bounce your hands so you are clapping with
each other. When i shout ‘disaster’, your left hand will
try to catch the right hand of the person near you, and
your right hand will try to escape from being caught
by your neighbour’s left hand.” the facilitator shouts
out the different words randomly a few times. to make
it more fun, one of those first persons caught can be
tasked to lead the game. After four or five rounds, the
facilitator then shares the messaging of the game:
those who can catch their neighbour are illustrating
the concept of ‘capacity’. those who cannot escape
are illustrating the concept of ‘vulnerability’.

the facilitator leads a discussion using the following
guiding questions:

• What do you think are the reasons why you were
caught? When i shouted “disaster”, were you
‘prepared’?
• What do you think was the hazard(s) in this
situation? Are they preventable?
• What do you think were your vulnerabilities?
• how was the risk (of being caught) developed out
of the hazards and your vulnerabilities?

Here is a list of videos you may find relevant to screen for exercise 3:

Philippines Bangladesh
Flood: Menace to Education Flood Children of Holdibari:
http://www.youtube.com/watch?v=XHlRi6-nVKs http://www.youtube.com/watch?v=mJFVqCoA4yA
Barobo, The sinking Barangay Laily DRR Comic Video
http://www.youtube.com/watch?v=cdvuX9WvaYQ http://www.youtube.com/watch?NR=1&v=EgztBTuMbrs
The Pock-marked Face of Barangay Caga-ut
http://www.youtube.com/watch?v=1upkBQ0tOeM El Salvador
Children on the Frontline: Philippines Children on the Frontline: El Salvador
http://www.youtube.com/watch?v=yPcUnHEQxak http://www.youtube.com/watch?v=fmHDRE0qWdk
Child Centred HVCA approach:
http://www.youtube.com/watch?v=X47gIpUfYuE&featu
re=channel
17

Other questions to further their understanding include: Exercise 9 : participants are supported to better
understand the interconnectedness of disasters and
• When disaster strikes are you really helpless? climate change to everyday development issues. Using
• What capacities do you have to prevent or avoid it? stickers, the children are tasked to identify which of the
• At your home, or in your schools and communities, blockages / hindrances identified in exercise number eight
what do you think are the hazards? are affected by disasters (to be indicated with a yellow star)
• What are the things making people vulnerable? or by climate change (to be indicated with green square).
• Why do you consider them as such? once all blockages/hindrances are assess the facilitator
• What are the causes of disasters? is it purely the reviews with the group the identified impacts of disasters.
hazard? or are there human factors?
• With the identified hazards and risks, what then the photo on page 20 illustrates how children in the
can you do to minimize its impacts, what can your Philippines identified their rights (pink metacard), the
communities do to avoid or prevent that? What are factors that inhibit the attainment of those rights (white
the resources you have or that you can find in your metacard) and identification of those affected by disasters
communities or in your schools or at home? (yellow star) and climate change (green square).
• Given all this, what do you think, needs to be done so
that disasters are reduced? or even prevented? this activity is to be followed by a discussion drawing
• What can be your role as children in this? on the children’s realisation of the interconnectedness
between their rights, disasters and climate change, and
it is important that the facilitator writes down the children’s serves as an introduction to the concept of integration.
answers on flip chart paper and then connects all their
answers so they see their own ideas contributing to building
community resilience to disaster risks. this method ensures
appreciation that they themselves can really do something
in support of drr and CCA – leading to ownership and
boosting their confidence.

Exercise 7 : Brainstorming session on child rights.
the children are asked what they feel their rights are, or
should be. these are listed on meta-cards. the facilitators
align the cards matching similar answers and following
this a discussion is held with the children focusing on the
following questions: What are the consequences of taking
away a right? how would you feel? in what situations
are rights taken away (e.g. education stopped during
disasters)?

Exercise 8 : the next session focuses on answering
the question “what causes you to lose your rights or
render them unattainable?” through a group exercise the
children are tasked to brainstorm all the issues that act as
a blockage or hindrance to attaining their rights.

These links are available as of December 201l.

Vietnam Dominican Republic
http://www.youtube.com/watch?v=5VUyjWe0tXo Systematising the DRR summer camps:
http://www.youtube.com/watch?v=FgkqsUXy2Hk http://www.youtube.com/user/planrd#p/u/3/kfcXJri1_Is
Link Film A Ngo : General project video (13 min version):
http://www.mediafire.com/?shurvynbx6fs3 http://www.youtube.com/user/planrd#p/u/4/ISMN9wsi5kg
Link film xa Thuan Communication strategies in DRR:
http://www.mediafire.com/?qvgdgbygmpcog http://www.youtube.com/user/planrd#p/u/2/0wfzmYt7g1U

Ecuador Mozambique
http://www.globalnetwork-dr.org/vfl-central/the-case- http://www.youtube.com/watch?v=AtPEmjlt_lc
study-challenge/218-valdez.html

18
http://www.globalnetwork-dr.org/vfl-central/the-case-
A Child Centered ApproACh to CSdrM
study-challenge/217-madera.html
18

At the workshop in the Philippines, one participant, a In the Philippines’ workshop, the children were able to
17 year old boy, chose to draw lines linking the different effectively explain why they felt the provision of adequate
factors inhibiting rights – including between shelter, climate food is being affected by climate change and disasters.
change, drought, hazards and ﬂoods. He found the process They identified issues such as ﬂoods and landslides
‘exciting, challenging and inspiring...’ and the facilitator destroying crops. For one of the barriers they identified
shared that this helped illustrate to others the complexity to the realisation of their rights, poverty, the children
of the concept of integration. Furthermore, together the identified infrastructural weaknesses that acted as
group in the Philippines decided on the local language constraints to livelihood activities (e.g. blocked roads,
(waray waray) term ‘sarasalado’ to convey the meaning lack of access routes to markets). They also identified
of integration. It is advisable to include a discussion on financial challenges – a 13 year old girl explained that
the appropriate terminology to convey the concept of she felt disasters affected her level of poverty because
integration in your local language. government budgets that could/should be used to improve
their livelihood conditions are used instead for recovery
operations.

Exercise 10 : Discussion and explanation. the children are tasked to explain why they feel disasters and/or climate
change would affect their rights.

Exercise 11 : Group work brainstorming the question: “What actions are being taken by you, your family and
your community to address the issues that limit you from attaining your rights?” Separate groups are tasked to
brainstorm one actor (one group discussed their own action, another group actions by their families, another group action
by the wider community). Groups present to the plenary and get inputs from others and the facilitator. it is advisable to
separate the groups by gender if feasible to ensure strong participation and sharing of their views by girls and boys.


Exercise 12 : Introduction to the concepts behind CSDRM, including
the three pillars and how they relate to child rights. the facilitator can
explain CSdrM in the context of child rights using the metaphor of pillars
of a house. he/she describes the upper portion of the house/or the roof as
where their rights are located; that in order to protect their rights, there must
be stable pillars that serve as strong foundations for the house. each CSdrM
pillar then is explained as what comprise a strong foundation for the house
and its roof.

Exercise 13 : Conveying adaptive capacity. As one of the more
challenging concepts, further explanation is needed for the term adaptive
capacity because it may be new to both staff and the children. this can be
explained through examples, action and a game. the facilitator should also
share with the children examples of situations where local steps to improve
adaptive capacity are taking place.

through a game, the concept of adaptive capacity can be further explained
by requiring participants to form a circle standing up and holding each others
hands. they are requested to perform some actions while holding each others
hands. The facilitator will call out the actions such as: “raise your right knee as
high as you can, bring your left leg up behind you, move 2 steps forward and
try to sit down. As the children struggle to keep holding hands and performing
the different actions, the game shows that some tasks are difficult to do Exercise 9: Identifying climate and disaster risks and
how these affect child rights
without doing some adjustments.

the facilitator shares with the children examples of situations where local
steps to improve adaptive capacity are taking place.

In the Philippines, the facilitator shared In the Philippines, the children came up with
the situation of lahar affected areas where the following outputs:
affected people have to continuously Group 1 narrated through a skit a tale on
elevate their houses after every major disaster and preparedness which was
lahar flow. Another example provided was represented using bold cartoon-like shapes
the situation of indigenous communities that moved to create a series of scenes as
in the Philippines where houses are their story progressed.
located along river banks or coastal areas. Group 2 impersonated teachers and gave a
Floating houses of indigenous peoples mock lesson on terminologies and concepts
can be found in Agusan river for example including: risk hazard, vulnerability, capacity.
wherein they tie their houses to big trees Group 3 created a pictorial representation of
so that these will not be carried away the concepts they learnt and how these can
by strong river flows during the typhoon be applied to the context of their school and
season. community.

Exercise 14 : the children are Exercise 15 : Group discussion
What actions can/should we prioritise
and how can we enhance our
then tasked with categorising each of to explain the choices made and their strengths?
the activities they, their family or their rationale for placing metacards under
community are doing to realise their
rights (as identified in exercise 11)
each of the pillars. As a result of the
children’s discussion and inputs from
Exercise 16 : Children as
CSDRM communicators. through
under each of the three pillars of the the facilitator the children may decide a creative activity the children are
CSdrM approach. they can identify to change the location of some of the challenged to express how they
some activities that corresponded to activities to different pillars. Following would communicate what they’ve
achieving two or more pillars and can this the facilitator should lead a learnt throughout the workshop to
create separate piles between the plenary discussion focusing on the others. Without prescribing what it is
pillars for these if necessary. following questions: What can help to they have to communicate, or how,
build resilience within a community? the children are given free-rein to be
how can we become ‘climate smart’? creative.


ENDNOTES REFERENCES

1 the ten at-risk focus countries engaged in the SCr Gracey, Kyle. Green Jobs for Youth: A preliminary analysis
programme were: Sri Lanka, India, Bangladesh, Nepal, of youth in the green economy: 2011.
Cambodia, indonesia, philippines, Sudan, Kenya,
tanzania. plan international, Child Centred DRR: Building Resilience
through participation: 2011.
2 Legacy of Disasters: The impact of climate change on
children. (Save the Children, 2007) plan international, Child Centred DRR – Toolkit: 2011.

3 Changing Climate, Changing disasters, pathways to Save the Children, Legacy of Disasters: The impact of
integration (Strengthening Climate resilience, 2011) climate change on children: 2007.

4 See www.childreninachangingclimate.org Strengthening Climate resilience, Changing climate,
changing disasters: pathways to integration, institute of
5 Tanner, Thomas. Shifting the Narrative: Child-led Development Studies: 2011
responses to Climate Change and disasters in el
Salvador and the philippines (Children & Society tanner, thomas. Shifting the Narrative: Child-led
Volume 24, (2010) pp. 339–351 Responses to Climate Change and Disasters in El Salvador
and the Philippines (Children & Society Volume 24, (2010)
pp. 339–351

UniSdr, Global Assessment Report: 2011.

Websites:
www.csdrm.org
www.childreninachangingclimate.org
plan-international.org/about-plan/resources/publications/
emergencies

“We care about environmental
sustainability because of the
fundamental injustice of one
generation living at the expense
of others. People born today should
not have a greater claim on Earth’s
resources than those born a hundred
or a thousand years from now.”
The 2011 Human Development Report

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Email: info@csdrm.org
Website: www.csdrm.org
P�� I��
Website: www.plan-international.org

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