Promoting Community Resilience through Interactive Hazard Mapping
1. Promoting Community Resilience to Critical Events using an Active-
learning Education Module: Map your Hazards!
Dr. Brittany Brand1; Dr. Alexa Dietrich2; Dr. Michael Lindell3
HAZARD REDUCTION
& RECOVERY CENTER
1 2 3
2. Part 2:
Education-based Tool
“Map Your Hazards! – Assessing Hazards, Vulnerability and Risk”
Authors: Drs. Brittany Brand; Pamela McMullin-Messier and Melissa Schlegel
Part 1:
3. Part 2:
Modifying the module for
community training purposes
Protective Action Decision Model
9. Map for Hazard
1: Earthquake
Ground Shaking
2 km
Source:
McDonald et al. (2014). Seattle Hazard
Identification and Vulnerability Analysis
(SHIVA). Office of Emergency
Management: City of Seattle Office of
Emergency Management Open File
Report
10. Map for Hazard
2: Liquefaction
2 km
Source:
McDonald et al. (2014). Seattle Hazard
Identification and Vulnerability Analysis
(SHIVA). Office of Emergency
Management: City of Seattle Office of
Emergency Management Open File
Report
11. Map for Hazard
3: Tsunami
2 km
Source:
Walsh, T. J., Titov, V. V., Venturato, A. J.,
Mofjeld, H. O., & Gonzalez, F. I. (2003).
Tsunami hazard map of the Elliott Bay
area. Seattle, Washington—Modeled
tsunami inundation from a Seattle fault
earthquake: Washington Division of
Geology and Earth Resources Open File
Report, 14(1).
12. Map for Hazard
4: Landslide
2 km
Source:
McDonald et al. (2014). Seattle Hazard
Identification and Vulnerability Analysis
(SHIVA). Office of Emergency
Management: City of Seattle Office of
Emergency Management Open File
Report
20. Unit 1
Hazards, Vulnerability and Risk
Risk diagram modified from http://pubs.usgs.gov/fs/2011/3008
Natural Hazard Vulnerable System
Knowledge of Potential
Physical Events
• Past Recurrence Intervals
• Future Probability
• Speed of Onset
• Magnitude
• Duration
• Spatial Extent
Risk
of
Disaster
Exposure, sensitivity and
resilience of:
• Population
• Economy
• Critical Infrastructure
Ability and/or Willingness to:
• Mitigate
• Prepare
• Respond
• Recover
21. Risk Level
Map
Key:
Red: High risk
• roads
• bridges
• Hospitals
• High hazard zone
Orange: Moderate risk
• low income
• moderate hazard zone
Yellow: Moderate to Low risk
22. Unit 2
Attitudes toward threat and efficacy of preparing for threat
1. Discuss FEMA’s recommended hazard adjustments
2. Discuss group’s ideas of the advantages and
disadvantages of hazard adjustments
23. • Survey methods, hypothesis testing and data analysis
How concerned are you that the following event(s) may someday cause damage
or disruption in the community(s) where you currently live and work?
Examples: property damage, loss of life, economic impacts, etc.
Flooding
Wildfire
Volcanic eruption
Earthquake
Tsunami
Highly
Concerned Concerned Unsure
A Little
Concerned
Not
Concerned
Unit 2
Attitudes toward threat and efficacy of preparing for threat
24. Unit 3
Translating the Message
• Students give 5 – 7 minutes presentations to a
given stakeholder
31. What Can We Do?
1. Know What Preparedness Is
• It’s not simply knowing
the hazards
• It is knowing how to
respond to those hazards
• It’s not preventing all
damage
• It is mitigating property
damage and preventing
loss of life
32. What Can We Do?
2. Be Prepared: Know How to Respond
• Have a Plan
• Be Informed
• Have a Disaster Kit
• Take Action
33. What Can We Do?
3. Be An Advocate
• Remember, people you
know trust your advice
– They value your concern
and take it to heart
– We can all do a little bit to
keep us all safe
– Our preparedness is a
shared burden. Emergency
managers can only do so
much.
34. Education-based Tool
“Map Your Hazards! – Assessing Hazards, Vulnerability and Risk”
Authors: Drs. Brittany Brand; Pamela McMullin-Messier and Melissa Schlegel
• ALL educational materials are freely available online
• Modifications for 8 – 12 grade are underway
– (will align with Next Generation Science Standards)
• Database development for survey results
serc.carleton.edu/integrate/teaching_materials/map_hazards/index.html
35. Part 2:
Modifying the module for
community training purposes
Protective Action Decision Model
36. Basic Element – Guiding Model in Persuasion
Source Channel Message Receiver Effect
Feedback
Protective Action Decision Model (PADM)
39. Control Group – Questionnaire Only
Objective – Assess the
relationship of protective action
intention or adoption with:
• Experience
• Knowledge
• Perception of threat
• Attitudes toward hazard and
resource-related attributes
• Accessibility of Hazard maps
The City of Portland
All Hazards Map
DOGAMI interactive
Hazards Map
40. Treatment Intervention Group
Objective – Assess efficacy of a training intervention on protective
action intention and adjustments
Part 1:
1. Locate your home and commonly visited places on a hazard map
2. Discuss hazard(s) probability and possible impact with convener
DOGAMI interactive
Hazards Map
41. Treatment Intervention Group
Objective – Assess efficacy of a training intervention on protective
action intention and adjustments
Part 2:
1. Watch a short video highlighting positive reasons to prepare
2. Discuss FEMA’s recommended hazard adjustments
3. Discuss group’s ideas of the advantages and disadvantages of
hazard adjustments
43. Envisioned Outcomes – Map your Hazards!
Education Module
• Promote informed citizens and community advocates
• Promote family involvement in preparedness discussions
• Collect baseline community data across the Pacific Northwest
Promoting Community Resilience to Critical Events
44. Envisioned Outcomes – Proposed
Questionnaire and Treatment
Intervention Study
Questionnaire – Control Group
• Assess accessibility of hazard maps via passive-learning strategies
• Collect baseline community data in Portland, OR for comparison
with treatment group
Promoting Community Resilience to Critical Events
45. • Treatment intervention Group
• Validate a new tool to motivate preparedness behavior
• Better idea of how to address barriers or priority differences
among cultural groups
Promoting Community Resilience to Critical Events
Envisioned Outcomes – Proposed
Questionnaire and Treatment
Intervention Study
46. Thank you for your time
Dr. Brittany Brand
Boise State University
brittanybrand@boisestate.edu
Dr. Alexa Dietrich
Wagner College
alexa.dietrich@wagner.edu
Dr. Michael Lindell
Texas A&M
Affiliate Professor University of Washington
mklindell@gmail.com
Lindell, M. K., & Perry, R. W. (2012). The protective action decision model: theoretical
modifications and additional evidence. Risk Analysis, 32(4), 616-632.
47. Fundamental Questions
• Understanding of local natural
threats
• Perceived risk of natural threats
• Attitudes about taking protective
action for natural threats?
• How prepared are we, and how can
we further promote protective
actions?
49. QUESTIONNAIRE – SECTION 1
In this first section of the questionnaire we would like to ask
some general questions about your personal experiences and
knowledge about natural hazards.
50. QUESTIONNAIRE – SECTION 1
In this first section of the questionnaire we would like to ask
some general questions about your personal experiences and
knowledge about natural hazards.
51. QUESTIONNAIRE – SECTION 2
Providing hazard maps is a common strategy for communicating
hazard information to the public. However, it is unclear how
useful these maps are to the people at risk from hazards. In this
section you will see one of the hazard maps for your community.
You can help us better understand the usefulness of maps by
answering a few questions, based on the map we provide.
52. QUESTIONNAIRE – SECTION 3
The Federal Emergency Management Agency recommends taking
the actions and preparing items in the lists below to increase your
safety and comfort in the case of an emergency. It is likely that,
should you need assistance or additional supplies, it could take a
minimum of three to seven days before these would be available
to you because:
Electricity may be out for extended periods
Fresh drinking water may be unavailable
Grocery stores may quickly run out of supplies
Bridges may be out
Emergency services may be overwhelmed
Many people have not yet considered the need for these actions.
The goal of the following questions is to better understand the
best way to encourage preparedness actions within your
community.
53. QUESTIONNAIRE – SECTION 4
We have a few final questions to check and see if our
questionnaire represents all types of people. Please remember that
all answers are completely confidential and you have the right to
not answer.
