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Hazards Education for Youth: A Quasi‐Experimental Investigation

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  • Kevin R. Ronan
  • David M. Johnston

Abstract

No experimental research has examined the hypothesized benefits of hazards education programs for youth in helping to increase community resilience. This preliminary study followed on from correlational studies and examined the role these programs play in helping increase child and family problem‐ and emotion‐focused coping. Children (n= 219) were randomly assigned, based on classroom, to a condition. The “usual condition” consisted of a reading and discussion program. The “emergency management” condition consisted of the usual condition combined with emergency‐management‐focused teaching and increased interaction between youth and home. Factors assessed included both problem‐ and emotion‐focused factors: knowledge of mitigation and emergency response activities, family and home hazard adjustments, hazard‐related fears, emotion‐focused coping ability, and perceptions of parents' hazard‐related fears. Overall, the results supported the role for hazards education programs in increasing resilience in youth and at home. In particular, large intervention produced effect sizes were seen for both child‐ and parent‐reported hazard adjustments. Significant interactions provided additional support for the role of an emergency management focus in the problem‐focused areas of (1) both child‐ and parent‐reported hazard adjustments and (2) increased hazards‐based knowledge in the youth. These initial findings provide a continuing foundation for further research in this emerging area. Discussion considers the role for such programs in the future.

Suggested Citation

  • Kevin R. Ronan & David M. Johnston, 2003. "Hazards Education for Youth: A Quasi‐Experimental Investigation," Risk Analysis, John Wiley & Sons, vol. 23(5), pages 1009-1020, October.
    • Handle: RePEc:wly:riskan:v:23:y:2003:i:5:p:1009-1020
    DOI: 10.1111/1539-6924.00377
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    References listed on IDEAS

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    1. Lennart Sjöberg, 2000. "Factors in Risk Perception," Risk Analysis, John Wiley & Sons, vol. 20(1), pages 1-12, February.
    2. Besharov, Douglas J. & Gardiner, Karen N., 1997. "Sex Education and Abstinence: Programs and Evaluation," Children and Youth Services Review, Elsevier, vol. 19(5-6), pages 327-339.
    3. Besharov, Douglas J. & Gardiner, Karen N., 1997. "Sex Education and Abstinence: Programs and Evaluation," Children and Youth Services Review, Elsevier, vol. 19(7), pages 501-506, November.
    4. Kevin R. Ronan & David M. Johnston, 2001. "Correlates of Hazard Education Programs for Youth," Risk Analysis, John Wiley & Sons, vol. 21(6), pages 1055-1064, December.
    5. Michael K. Lindell & David J. Whitney, 2000. "Correlates of Household Seismic Hazard Adjustment Adoption," Risk Analysis, John Wiley & Sons, vol. 20(1), pages 13-26, February.
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    Cited by:

    1. Harvey Henson & Justin McDaniel & Rajvee Subramanian & Tishauna Edwards, 2020. "Intervention and assessment of earthquake knowledge at rural schools near the New Madrid seismic zone, USA," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 104(2), pages 1315-1329, November.
    2. Shoji, Masahiro & Takafuji, Yoko & Harada, Tetsuya, 2019. "Behavioral Impact of Disaster Education: Evidence from a Dance-Based Program in Indonesia," MPRA Paper 95440, University Library of Munich, Germany.
    3. Ilona M. McNeill & Kevin R. Ronan, 2017. "Children in disasters: the role of household preparedness," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 89(3), pages 1239-1254, December.
    4. Michelle Webb & Kevin R. Ronan, 2014. "Interactive Hazards Education Program for Youth in a Low SES Community: A Quasi‐Experimental Pilot Study," Risk Analysis, John Wiley & Sons, vol. 34(10), pages 1882-1893, October.

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