Citation

Ronan KR, Alisic E, Towers B, Johnson VA, Johnston DM. Curr. Psychiatry Rep. 2015; 17(7): 589.

Affiliation

School of Human, Health and Social Sciences, CQUniversity Australia, Bruce Hwy, Rockhampton, QLD 4701, Australia, k.ronan@cqu.edu.au.

Copyright

(Copyright © 2015, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s11920-015-0589-6

PMID

25986782

Abstract

Preparedness for disasters is universally low; children and families are particularly vulnerable groups. Against this backdrop, research on disaster preparedness for children and families is reviewed, with a focus on disaster preparedness and prevention education programs. Following definitions and theory/rationale, research is critically analyzed. While findings indicate a large growth in research in the past 15 years and largely positive findings, significant challenges remain. These challenges include issues related to methodological rigor, long-term effectiveness, and implementation. Recent research reflecting these important challenges is reviewed. At the same time, other recent research documents real potential for these programs, including findings which suggest that increased attention to incorporating theory- and evidence-supported components can enhance outcomes. Thus, despite some important limitations and challenges, research done to date signals promise for these programs in reducing risk and increasing resilience to disasters for children, families, and the households and communities in which they live.

Language: en