NAME: Mari Kristine Alvenda

11-STEM-EFRJ

Abstract
Disaster Risk Reduction (DRR) education programme are essential for raising
awareness of the factors driving the risk of disaster. Criticism of past DRR education
studies emphasizes two key issues; short-termism and an inability to assess impact
of outcomes. We use the Pictorial Representation of Individual Self Measure
(PRISM) survey method to quantify changing student perception of multi-disaster risk
in response to different educational methods. From two secondary schools in
Roseau, Dominica, we have carried out a longitudinal study, comparing the
perceptions of the same student cohort during a 3-year period. Results show a
relatively constant perception of disaster risk over time, influenced by experience of
low frequency, high impact events, causing either intensification or decay of disaster
risk perception. Understanding links between disaster risks is poorly understood.
Participatory field-based decision-making exercises had the greatest impact on
student awareness of disaster risk, particularly toward low-frequency geophysical
risks. Context-relevant practical exercises, bespoke-designed for local use, are
necessary for high-impact CCDRR educational approaches.

Summary
Disaster Risk Reduction (DRR) education programme inform people the factors
driving the risk of disaster. But DDR education studies should not be short-term and
its outcome can be evaluated.Using the Pictorial Representation of Individual Self
Measure (PRISM) survey method to quantify changing student perception of multi-
disaster risk in response to different educational methods, we compared the
perceptions of the students from two secondary schools in Roseau, Dominica during
a 3-year period. Constant perception of disaster risk over time is influenced by
experience of low frequency, high impact events that causes either intensification or
decay of disaster risk perception. Understanding links between disaster risks is
poorly understood. Students learn more about disaster risk if they participate in field-
based decision-making exercises. Exercises should be tailor made for local use to
ensure high-impact CCDRR educational approaches.
Jan Albert B. Paulino
11- STEM-EFRJ

The article discusses the importance of Disaster Risk Reduction (DRR) education
programs and the criticism of past studies due to their short-termism and inability to assess
impact. The authors conducted a longitudinal study using the PRISM survey method to measure
changing student perception of multi-disaster risk from two secondary schools in Roseau,
Dominica, over a 3-year period. The results show that disaster risk perception is relatively
constant over time and is influenced by experience of low frequency, high impact events.
Participatory field-based decision-making exercises had the greatest impact on student
awareness of disaster risk, particularly toward low-frequency geophysical risks. The authors
suggest that context-relevant practical exercises, designed for local use, are necessary for high-
impact CCDRR educational approaches.