@article {bnh-5131, title = {The role of prior experience in informing and motivating earthquake preparedness}, journal = {International Journal of Disaster Risk Reduction}, volume = {22}, year = {2017}, month = {07/2017}, pages = {179-193}, chapter = {179}, abstract = {

Motivating household preparedness for\ earthquakes\ can be difficult, especially given the infrequent and varying nature of major events. Past research has shown that people{\textquoteright}s experiences contribute to their beliefs about whether, and how, they should prepare for earthquakes. Direct experience of a disaster can be a strong motivator of preparedness; however, most people will not directly experience a large damaging earthquake in their lifetimes. They instead need to rely on experience of small earthquakes, experience of different disasters, adverse life experiences (e.g. accidents), or vicarious experience. This paper explores the influence of such experiences on earthquake preparedness. The research found that experience has seven different influences on the preparedness process including: prompting thinking and talking; raising awareness and knowledge; helping individuals understand the consequences of a disaster; developing beliefs; developing preparedness; influencing emotions and feelings; and prompting community interaction on disaster issues.

}, doi = {https://doi.org/10.1016/j.ijdrr.2017.03.006}, url = {https://www.sciencedirect.com/science/article/pii/S2212420916303296}, author = {Julia Becker and Paton, Douglas and David Johnston and Kevin Ronan and John McClure} } @article {bnh-5079, title = {Towards tsunami-safer schools in the Wellington region of New Zealand: evaluating drills and awareness programs}, journal = {Australian Journal of Emergency Management}, volume = {31}, year = {2016}, month = {07/2016}, abstract = {
The Wellington region of New Zealand is exposed to a wide range of potentially damaging impacts from various hazard events (e.g. earthquakes, tsunami, storms and floods). Wellington is situated in one of the most active seismic regions in New Zealand, creating a significant earthquake and tsunami risk. Given the variety of hazards Wellington faces, consideration needs to be given to how the risks are managed within schools. The purpose of the present study was to investigate tsunami preparedness activities undertaken in schools in the region in association with the New Zealand {\~A}{\textdaggerdbl}ShakeOut{\"\i}{\textquestiondown}{\textonehalf} exercise. In November 2015, a survey was carried out in 17 schools from several Wellington tsunami evacuation zones. Results revealed that the sample schools had undertaken at least some tsunami preparedness activities, and some schools reported formal planning, and practice-drills. Importantly however, not all at-risk schools are fully prepared for a tsunami; one of the greatest life-safety risks for students attending school within the Wellington tsunami inundation zones. It is expected that results of the present study will help inform school-based tsunami preparedness guidelines for New Zealand schools.
}, url = {https://ajem.infoservices.com.au/items/AJEM-31-03-17}, author = {David Johnston and Ruth Tarrant and Karlene Tipler and Emily Lambie and Miles Crawford and Vicki Johnson and Julia Becker and Kevin Ronan} } @article {bnh-5180, title = {Societal influences on earthquake information meaning-making and household preparedness}, journal = {International Journal of Mass Emergencies and Disasters}, volume = {32}, year = {2014}, month = {08/2014}, abstract = {

Previous research has identified a diversity of personal and individual factors that influence household preparedness for earthquakes. However, societal influences on the preparedness process are less well studied. In particular, there is limited understanding of the impact that wider society has on people{\textquoteright}s interpretation of earthquake and preparedness information, and how this relates to people{\textquoteright}s decisions about getting prepared for earthquakes. To address this gap, a New Zealand-based project was initiated to investigate how social factors interact with individuals{\textquoteright} meaning-making of earthquake information and how this affects subsequent earthquake preparedness behaviour. A range of social factors were identified as being influential on the meaningmaking and preparedness process, including community (community participation, sense of community); leadership; responsibility (responsibility for preparing, responsibility for others); social norms; trust; and societal requirements.

}, url = {http://www.ijmed.org/articles/659/}, author = {Julia Becker and Paton, Douglas and David Johnston and Kevin Ronan} }