DISASTERS How to

AND NATURAL prepare,

respond
HAZARDS and recover
© United Nations Children’s Fund (UNICEF)
December 2020
Latin America and Caribbean Regional Office
Building 102, Alberto Tejada St., City of Knowledge
Panama, Republic of Panama
P. O. Box: 0843-03045
Phone number: +507 301-7400
www.unicef.org/lac
@uniceflac
/uniceflac
 INDEX

1 Introduction 1

2 Some key concepts 3

3 Disaster prevention:
Everyone ready! 7

4 Dealing with emergencies 10

5 Psychosocial rehabilitation and

recovery of children and adolescents 14

6 Ideas of activities for socio-emotional

support of children and adolescents 18
 1 INTRODUCTION
Nature is in constant movement and transformation.

Earthquakes, floods, fires, volcanic eruptions, tropical storms,

tornadoes, thunderstorms, landslides, droughts and phenomena
called "El Niño" and "La Niña" are all part of nature and have always
been present in human history. However, rapid population growth,
environmental degradation, pollution, and climate change have
contributed to disasters that cause great loss of life, infrastructure
and property.

When these events become emergencies, they can affect

populations in many ways. For children and young people, especially
those with disabilities, these natural emergencies raise particular
threats to their protection, physical health and overall development.

The joint and ongoing work of parents, guardians, educators, and the
community as a whole can help reduce the impact of disasters that
result in emergencies.

1
How?

By being informed about the natural hazards we face and

motivating communities to take preventive measures.
By taking actions and assuming attitudes that help to establish a
"culture of prevention."
By knowing how to act in case of an emergency.
By understanding the psychosocial consequences of emergencies
on those who endure them, especially on children and
adolescents, and by supporting them in their recovery.

This guide is aimed at parents, guardians and educators with the

purpose of providing them with information on how to prevent,
respond and recover from emergencies, so that they have the tools
to address these issues with children and adolescents and be able to
provide them with the necessary support.

©
UN it a
IC E l a iv
F / U N 0 3 2 7 6 9 5/ R a

©U ley
N IC E rad
F/UN0119988/B

© UN
ICEF/UN011415

2
 2 Some Key Concepts
What is a natural hazard?

It is a latent danger constituted by the possible occurrence of a

dangerous phenomenon, natural or man-made (in the case of fires),
capable of producing adverse effects on people, goods, public
services and the environment.

What is a disaster?

A disaster occurs when, in the face of a

natural threat, these three conditions are
met at the same time:
1 People live in risky places, such as near an
active volcano, on slopes with landslide
hazards, or near rushing rivers that can be
o
overflowed. ©U ren
NIC E /Mo
F/U N03 4378 9

2 An extreme phenomenon occurs, either natural

or man-made (as is the case with fires).
3 The phenomenon causes a lot of damage.

What human actions can increase

vulnerability to disasters?

There are several of them. You can take for example when people cut
down too many trees faster than nature can replenish them. This is
what we call deforestation and it causes the ground to become drier
and dustier, which leads to erosion, and increases the vulnerability of
many communities to rains that, after falling on the bare land, do not

3
 Some key concepts

have enough roots or vegetation to support the surface, thus

causing landslides, mudslides, floods and avalanches.

When we build houses in places that can be risky such as slopes,

near rivers, or very close to the sea, we are also increasing our
vulnerability. For example, if you are living near a river and people
have thrown a lot of garbage in it, then water will not flow properly.
This could cause clogging, which would draw water into the houses.

As for fires, human beings often cause them, even unintentionally.

Farmers burn their land to remove the remaining grass and leave the
land clean for replanting. In many cases, fires get out of control and
cause disasters. Similarly, when people are outdoors, making fires or
lighting cigarettes that are not properly put out, fire can spread very
quickly.

What is a disaster emergency?

It is the state of crisis resulting from a disaster associated with a
natural threat. It is a state of crisis and urgency that requires
immediate action to save lives and property, prevent human
suffering and meet the needs of those affected.

As we can see, the emergency appears once a threat has led to a

disaster.

In order to deal with emergencies comprehensively, parents,

guardians and the community in general have to address them in
three ways, which we explain below:

Prevention Response Recovery

4
 Some key concepts

Main natural hazards that can lead to disasters

and emergencies:
LANDSLIDES
Land, stones and vegetation that slide quickly or slowly
downhill. They occur mainly during the rainy season or
during seismic activity.

VOLCANIC ERUPTIONS
Lava explosions or eruptions, ash and toxic gases from
the interior of the Earth, through the volcanoes.

HURRICANES
Strong winds that originate from the sea, which spin in
large circles like a whirlwind and are accompanied by
rain. They are also called “tropical cyclones” and can
cause a lot of damage.

FLOODS
Presence of large amounts of water, usually due to
heavy rains, which the land cannot absorb.

FOREST FIRES
Destructive fires in forests, jungles and other types of
vegetation. These fires can get out of control and
spread very easily over large areas.

5
 Some key concepts

TIDAL WAVES OR TSUNAMIS

A series of giant sea waves that crash on the coasts
and are caused by earthquakes, volcanic eruptions or
underwater landslides.

DROUGHTS
A period of time (months or years) during which an
area of land suffers from lack of rain, which causes
serious damage to land, crops, animals and, in some
cases, to people, even causing their death.

EARTHQUAKES OR SEISMIC EVENTS

Strong movements of the Earth's crust originated from
the interior of the Earth.

TORNADOES
Rotating gusts of wind of great violence that turn over
the Earth.

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 3 DISASTER PREVENTION
There is no need to be afraid. We must be prepared.
Prevention means taking action to prevent a threat from becoming a
disaster. For example, planting trees can prevent erosion and
landslides, which can also mitigate droughts.

Three key steps in prevention are:

Having Making Staying

a plan a kit informed

What do we need to know?

Identify dangerous locations. You should know which are the risky
places to live. A “risk map” can be drawn up for this purpose. This can
also be done by children in school with the help of their teachers, with
discussions about possible solutions to reduce risks.

Identify meeting points. You should establish places to meet outside

the house (in a park or at a neighbour's home that is not dangerous)
and also outside the neighborhood, in case an evacuation is required
(at a friend or relatives’ house in another neighborhood or town).

Know whom to call, in case family members are separated by a

disaster. Everyone should memorize the phone number of a family
member or friend who lives in another area and provide them with
their location so that the family knows where they are in case of a
disaster.

Identify who could help you in your neighborhood (by talking to your
neighbours, for instance): doctors, engineers, firefighters, or
psychologists.

7
 Disaster prevention

What do we need?
Take action! Prepare an emergency kit!
It is highly advised that each family have a survival kit. It should be in
a visible place near the exit of the house and contain the following:

Documents: IDs (or photocopies)

First aid kit with the following items:

Alcohol, cotton, bandages, gauze,
painkillers, scissors, sterile water and burn
ointment.

Clothes: A set of clothes for each member

of the family, including a rain cape and
thermal blankets. Include diapers in case
you have a baby at home.

Food and water: It is advisable to have

supplies of non-perishable food. That is,
food that can be stored without
refrigeration, like canned goods. You
should have enough food to eat for three
days. It is preferable to have food that
does not require cooking. Water is
essential, as well as chlorine to purify it.

Other essential goods: A can opener and a

knife, candles and matches, insect
repellent, a flashlight, batteries and a
portable radio.

You can also prepare a special kit for

children so that they feel safe and secure
while the emergency takes place. This can
contain some stuffed animals, books,
crayons and paper, a card game, photos or
a treasure box.

8
 Disaster prevention

How can schools prepare for natural hazards?

As for schools, there are basic considerations that must be taken
into account BEFORE the emergency and/or natural disaster
situation occurs:

INFORMATION SUPPLIES AND RESOURCES

People should have specific First aid kit, fire extinguishers, forms
information about safe routes and for damage assessment and needs
zones in case of evacuation, about the analysis, safety and evacuation signs,
location of fire extinguishers in case of etc.
fire, the maximum capacity of people
that can be sheltered in the school, the
alternative places where they will start
classes after the disaster, etc.
DRILLS
The only effective and efficient way to
assess whether what the school
COORDINATION emergency protocol says on paper is
The local and/or educational realistic and achievable is to organize
authorities should know what to do and conduct a drill.
(e.g. inform how to set up the school as
a temporary shelter and what are the
necessary equipment and materials
the school needs so that it can function
again).

TRAINING
First aid courses, activities and group
dynamics of psychosocial support for
the resumption of classes, and
training on the principles of
shelter management.

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4 DEALING WITH EMERGENCIES
After disasters trigger an emergency state, we must know how to act.
Here are some tips on how to deal with children and adolescents.

What to do

Exchange information with neighbors to coordinate joint actions.

Do not leave the place where the family is sheltered.

Turn off the gas, biogas or domestic fuel you use for cooking.

Do not transit through flooded areas.

Do not go to reservoirs, rivers or lagoons to fish or swim.

Do not touch electrical wires.

Stay away from landslide hazards and do not return to the family
house if a potential landslide is indicated.

If you have to tidy up, rearrange, rebuild or repair your home, take
extra safety measures to keep children away from the debris.
Nails, cans or other dangerous items may be present.

Have children and adolescents carry an ID that includes

their full name and the phone numbers of their
parents or other adults in charge of their care.

10
 Dealing with emergencies

What attitudes should we assume to

support children and adolescents?

Natural disasters can be very scary because they often come without
warning and can cause damage that disrupts family routines. For this
reason, children and adolescents need to feel more sheltered and
supported than ever. Mothers, fathers, guardians and educators are
the best people to accompany them and should spend more time
with them and engage in games.

Once the basic safety conditions are reestablished (having food,

water, dry clothes and a safe place to sleep), we propose the
following actions:

Stay calm, because your children will feel the same way you do.
If you need help, ask for it.

In case of evacuation, briefly explain what will happen. If

conditions are suitable, let them take some special object with
them (a toy or similar).

Ask them what they know about what is happening and listen
patiently to what they have to say. They are likely to repeat
many times what they think or worry about. Listen carefully and,
if they do not want to talk, do not force them.

Give a real and simple explanation. Do not lie to them. Do not

say, for example: “This will not happen”. Do not associate the
causes of these disasters with beings, animals or things.

To the extent possible, try to return to a routine and provide

playing spaces with other children. Draw, paint, listen to music
and be physically active. Routines make them feel safe.

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 Dealing with emergencies

Let them know that their questions or comments are important.

Engage them in activities to help others, for example, by
assisting in the delivery of clothing and toys or non-perishable
food. It is good for children and adolescents to know many
people are helping those who were most affected by a disaster.
Remember that you are also under emotional stress. Take care of
yourself so that you can provide the necessary support to
children. Talk about how you feel with others, this will help you
feel better.

Advice on food, hygiene and disease

prevention during emergencies

Distress and displacement of families and communities have a major

impact on the health and nutritional status of children. Infant
mortality rates can increase more than average, even in previously
healthy populations.

Children who do not eat enough food can easily become

malnourished. Malnutrition is a major threat to their well-being and
survival during emergencies. To provide support in this process,
nursing mothers should try to continue to breastfeed. For children
who eat prepared foods, families need to consider some things about
cooking under these conditions to ensure the quality of the food
they will provide.

It is important:

To wash your hands before cooking.

To wash all utensils (e. g. spoons, containers and dishes).

To wash ingredients before cooking the meal.

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 Dealing with emergencies

To wash hard-rind fruits and vegetables piece by piece using a

brush, soap and potable water, and then remove the remaining
soap. Remember to wash leafy vegetables individually.

To soak raw fruits and vegetables in a chlorinated water

disinfectant solution and then rinse in potable water.

To cook food long enough for any bacteria to be killed. This

procedure allows the elimination of microorganisms by means
of temperature. There are several types of cooking: roasting,
baking, frying, direct cooking and steaming. In particular, we
recommend frying and direct cooking with temperatures
above 70ºC.

©U rc o s
NICEF/U
N033690/A

13
5 REHABILITATION AND RECOVERY

If a traumatic situation is not

treated promptly, its impact will
last longer. For this reason, and to
avoid emotional side effects,
adequate and timely psychosocial
support is essential.

It is also important to keep in

mind that the reaction of the
adults close to children and
adolescents is of vital importance
to facilitate or not their emotional
recovery. The more uncontrolled
and fearful the reaction of adults
during the emergency or its
aftermath, the more distressing
and terrifying the experience for
children. On the contrary, support
and tranquility from adults, will
help them face their emotions
better.

14
 Rehabilitation and recovery

Some expected reactions in children and adolescents

after a disaster

Children under six years old Children aged 6-10 years

> Nightmares. > Fear.
> Fear. > Showing less interest in regular
> Fantasies and repetitive games activities.
about threats and rescues. > Sharing less.
> To go back to doing things they had > Listlessness and sadness.
already stopped doing, > Thinking about upcoming
like wetting the bed, thumb sucking, catastrophes.
etc. > Being more mistrustful.
> Experiencing physical discomfort. > Being more aggressive.
> Wanting to be by the side of a > Fantasies and repetitive games
reliable adult all the time. about threats and rescues.
> Being more restless. > Experiencing physical discomfort.
> Being more aggressive. > Feelings of vulnerability and
helplessness.
> Being more irritable than usual.

Teenagers
> Spending more time with their
peers or isolating themselves.
> Using drugs and drinking alcohol.
> Fighting with their families.
> Experiencing physical discomfort.
> Talking repetitively about the event.
> Feelings of vulnerability and
helplessness.
> Seeing their future as uncertain.
> Feeling confused.
> Feeling anxious.
> Having no interest in life, showing
apathy and listlessness.

15 © UNICEF/UN0125924/Bermejo
 Rehabilitation and recovery

How to provide psychosocial support to

children and adolescents

To provide emotional support means to be able to listen to

children without interrupting them, and look them in the
eye in a space of emotional intimacy. You can also support
them through physical contact and by mirroring what they
say, so they feel you understand them.

If they lost a loved person, it is important to perform a

significant rite in their honor. For example, you could keep
a minute of silence, dedicate some words to the person
who is no longer there or simply remember the person by
talking about the moments lived together.

Do not underestimate their feelings. Even if children do not

suffer great losses, their fears are still important.

You have to listen to what they want to say. Some key

questions are: Where were you at that time? Who were you
with? What happened? How did you feel? It is important to
be there for them if they need to talk, but never force them
to do so.

We advise you to create spaces where children and

adolescents can talk to each other.

Special attention must be given individually to feelings of

grief. A child whose home has been damaged feels different
from a child who has lost a loved one. In the latter case, it is
necessary to talk to the child privately and avoid exposing
them to other children.

16
 Rehabilitation and recovery

It is important to pay attention to possible guilt feelings

associated with the disaster, as it is common for children to
think bad things happened because of something they did.
Clarify that no one can cause natural disasters of this kind.

Provide a daily space for anyone who wants to say

something or talk about what frightens or worries them.

Allow them to play. There are different ways of expressing

emotions besides talking about what happened. You could
encourage them to express themselves through games,
charades, drawing, painting, etc. Playing is children’s main
expression channel.

Provide them with tools so they can express their feelings

through art.

Symptoms that should alert us and suggest

the need for professional support:
> Repeatedly reminiscing about the event.

> Disruption of their development stage

or responsiveness.
> Avoiding everything that reminds
them of the traumatic event.

Finally, it should be noted that

o
s

rc
all children react differently. ©
UN
IC E F/U N 01 898
0/A

Some may have felt terrified at the moment of the events, others
within minutes, and others may show anguish or fear even days later,
yet all are normal reactions to the situation experienced. What is
important is to be on the lookout for these signs, to support children
when they appear and, if they increase, to consult a specialist.

17
6 Ideas of activities for
socio-emotional support
Although children's games take many forms in different ages, genders
and cultures, it is an essential and universal part of childhood through
which children explore, learn, cooperate and cope with their
difficulties. By playing, they not only develop skills, but also manage
and recreate difficult life experiences and express their feelings about
them.

The following are some suggestions for activities aimed primarily at

teachers or educators who will be working with groups of children and
adolescents. The activities are divided into two age groups: the ones
for boys and girls up to 11 years old, and the ones for boys and girls of
12 years old and above.

Children up to 11 years:

The story of the animals How do I feel?

who trusted each other
Goal
Goal Expressing oneself through art.
Encouraging
Guidelines
positive thinking
The teacher must create an
through trusting others, in order to
environment of trust for students to
recognize oneself as part of a
express their feelings through drawings
support network.
and paintings already made by other
Guidelines students. This will help create the
Students must be educated about the conditions for the proposed activity and
importance of being confident and allow them to support their fellow
helping their peers in post disaster students socio emotionally in the
recovery. recovery from post disasters.

18
 ACTIVITIES FOR SOCIO-EMOTIONAL SUPPORT

Future Frozen image

Goal Goal
Raising awareness about the importance Reflecting on what happened during
of thinking about what you want to be the disaster or emergency, and
when you grow up so you can build your identifying and sharing the emotions
dream. these memories produce in them.

Guidelines Guidelines
The teacher must emphasize the Gather the students into groups of no
importance of having dreams in order to more than six and ask them to prepare
fulfill desires and goals. a small play that shows what they were
doing at the time of the disaster or
emergency.
Children and
adolescents aged
12 and older
Inventory of lost items
We are all important
Goal
Goal Facilitating relief and expressions of
Encouraging positive thinking through sadness, fear and uncertainty.
the recognition of the intrinsic value
that we all have, considering our Guidelines
qualities and strengths, which are Ask the students to stand in a circle
necessary tools to overcome obstacles. and give each one of them a large piece
of cardboard so that they can make a
Guidelines list of their missing items.
Students should be taught the
importance of thinking and expressing
themselves positively, and of reflecting
on the people in the community who Fraternal hug
serve in various supportive roles.
This game can be appropriate for both
children and adolescents.
Goal
Encouraging expressions of affection.

Guidelines
The teacher seizes the opportunity of
carrying out this activity under a tree,
and talks to students about the sense of
companionship , friendship or affection
between siblings or between those who
treat each other as such, like friends.
19
REFERENCES
Custode, Ruth, Protocolos escolares de emergencia, Fondo de las Naciones Unidas para la
Infancia, Panama, 2016.

Defensa Civil Cuba, Fondo de las Naciones Unidas para la Infancia, Havana, Guía familiar para
la protección ante ciclones tropicales, Defensa Civil Cuba, UNICEF, Havana, 2017.

Estévez, Arias, et al., Educación y atención socioemocional a niños, niñas y adolescentes en

situaciones de desastres naturales en Cuba, Fondo de las Naciones Unidas para la Infancia,
Havana, 2018.

Fondo de las Naciones Unidas para la Infancia, Havana, Instituto Nacional de Higiene,
Epidemiología y Microbiología, Guía práctica para el manejo alimentario nutricional de grupos
vulnerables en situaciones de emergencia, UNICEF, INHEM, Havana, n.d.

Fondo de las Naciones Unidas para la Infancia, Reármenos la vida de los niños y niñas, UNICEF,
Santiago, 2015.

Gobierno de Chile, Fondo de las Naciones Unidas para la Infancia, Apoyando a los niños y niñas
frente a la emergencia, Gobierno de Chile, UNICEF, Santiago, 2017.

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MEP, UNICEF, San José de Costa Rica, 2019.

Unidad Regional para América Latina y el Caribe de la Estrategia Internacional para la

Reducción de los Desastres, Ministerio de Educación de Nicaragua, Fondo de las Naciones
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Desastres, ¡Aprendamos a prevenir desastres!, EIRD, MINED, UNICEF, SINAPRED, Managua, n.d.

Unidad Regional para América Latina y el Caribe de la Estrategia Internacional para la

Reducción de los Desastres, Fondo de las Naciones Unidas para la Infancia, ¡Aprendamos a
prevenir los desastres! Los niños y las niñas también participamos en la reducción de riesgos,
EIRD y UNICEF, San José de Costa Rica, n.d.

Fondo de las Naciones Unidas para la Infancia, Psychosocial support of children in emergencies,
UNICEF, New York, 2009.

World Health Organization, Manual for the health care of children in humanitarian emergencies,
WHO, Madrid, 2008.

Zamora, Georgina, et al., Retorno de la Alegría: Acompañamiento psicosocial a personas

menores de edad que han enfrentado un desastre, Fondo de las Naciones Unidas para la
Infancia, Cruz Roja, Ministerio de Educación Pública, Universidad de Costa Rica, San José de
Costa Rica, 2005.
© United Nations Children’s Fund (UNICEF)
December of 2020
Latin America and Caribbean Regional Office
Building 102, Alberto Tejada St., City of Knowledge
Panama, Republic of Panama
P. O. Box: 0843-03045
Phone number: +507 301-7400
www.unicef.org/lac
@uniceflac
/uniceflac