The purpose of this paper is to empirically investigate the effects of a major disaster on the management of human resources in the construction sector. It sets out to identify the construction skills challenges and the factors that affected skills availability following the 2010/2011 earthquakes in Christchurch. It is hoped that this study will provide insights for on-going reconstruction and future disaster response with respect to the problem of skills shortages. Design/methodology/approach A triangulation method was adopted. The quantitative method, namely, a questionnaire survey, was employed to provide a baseline description. Field observations and interviews were used as a follow-up to ascertain issues and potential shortages over time. Three focus groups in the form of research workshops were convened to gain further insight into the feedback and to investigate the validity and applicability of the research findings. Findings The earthquakes in Christchurch had compounded the pre-existing skills shortages in the country due to heightened demand from reconstruction. Skills shortages primarily existed in seismic assessment and design for land and structures, certain trades, project management and site supervision. The limited technical capability available nationally, shortage of temporary accommodation to house additional workers, time needed for trainees to become skilled workers, lack of information about reconstruction workloads and lack of operational capacity within construction organisations, were critical constraints to the resourcing of disaster recovery projects. Research limitations/implications The research findings contribute to the debate on skills issues in construction. The study provides evidence that contributes to an improved understanding of the industry’s skills vulnerability and emerging issues that would likely exist after a major disaster in a resource-limited country such as New Zealand. Practical implications From this research, decision makers and construction organisations can gain a clear direction for improving the construction capacity and capability for on-going reconstruction. Factors that affected the post-earthquake skills availability can be considered by decision makers and construction organisations in their workforce planning for future disaster events. The recommendations will assist them in addressing skills shortages for on-going reconstruction. Originality/value Although the study is country-specific, the findings show the nature and scale of skills challenges the construction industry is likely to face following a major disaster, and the potential issues that may compound skills shortages. It provides lessons for other disaster-prone countries where the resource pool is small and a large number of additional workers are needed to undertake reconstruction.
The self-regulation approach to educating parents focusses on promoting parenting confidence, independence, and the ability to solve future problems. As parents learn the skills to modify their own behaviour, in turn, they aim to foster self-regulation in their children/adolescents. A need had been identified by Christchurch school principals for the Ministry of Education to respond to the post-earthquake stress in local families. The aim of this study was to investigate if a parenting programme was effective in promoting parental self-management skills and adolescent behaviour change in Christchurch families affected by earthquakes between 2010 and 2012. A single case research design was used to follow five families with adolescents (12-16 years old) as they participated in a Group Teen Triple P – Positive Parenting Programme. Measures of self-management skill acquisition were taken during three family discussions (pre-intervention, mid-intervention, and post-intervention) and during the three telephone consultations (Sessions 5-7). Adolescent target behaviour tallies were also analysed for change. The main findings showed that parental self-management skill acquisition increased over-time accompanied by positive change in adolescent behaviour. Additionally, the results suggested that higher rates and levels of self-management skill acquisition in the parents were associated with greater improvements in adolescent behaviour. This study demonstrated that Group Teen Triple P – Positive Parenting Programme was effective in promoting self-management competencies in parents and behaviour change in adolescents.
The Canterbury earthquakes have generated economic demand and supply volatility, highlighting geographical and structural interdependencies. Post-earthquake reconstruction and new developments have seen skills training, relocation, recruitment and importation of skills becoming crucial for construction companies to meet demand and compete effectively. This report presents 15 case studies from a range of organisations involved in the Canterbury rebuild, exploring the business dynamics and outcomes of their resourcing initiatives. A key finding of this research is that, for many construction organisations, resourcing initiatives have become part of their organisational longer-term development strategies, rather than simply a response to ‘supply and demand’ pressures. Organisations are not relying on any single resourcing solution to drive their growth but use a combination of initiatives to create lasting business benefits, such as cost savings, improved brand and reputation, a stable and productive workforce, enhanced efficiency and staff morale, as well as improved skill levels.
The skills agenda has grown in prominence within the construction industry. Indeed, skill shortages have been recognised as a perennial problem the construction industry faces, especially after a major disaster. In the aftermath of the Christchurch earthquakes, small and medium construction companies were at the forefront of rebuilding efforts. While the survival of these companies was seen to be paramount, and extreme events were seen to be a threat to survival, there is a dearth of research centring on their resourcing capacity following a disaster. This research aims to develop workforce resourcing best practice guidelines for subcontractors in response to large disaster reconstruction demands. By using case study methods, this research identified the challenges faced by subcontracting businesses in resourcing Christchurch recovery projects; identified the workforce resourcing strategies adopted by subcontracting businesses in response to reconstruction demand; and developed a best practice guideline for subcontracting businesses in managing the workforce at the organisational and/or project level. This research offers a twofold contribution. First, it provides an overview of workforce resourcing practices in subcontracting businesses. This understanding has enabled the development of a more practical workforce resourcing guideline for subcontractors. Second, it promotes evidence-informed decision-making in subcontractors’ workforce resourcing. Dynamics in workforce resourcing and their multifaceted interactions were explicitly depicted in this research. More importantly, this research provides a framework to guide policy development in producing a sustainable solution to skill shortages and establishing longterm national skill development initiatives. Taken together, this research derives a research agenda that maps under-explored areas relevant for further elaboration and future research. Prospective researchers can use the research results in identifying gaps and priority areas in relation to workforce resourcing.
This research examines a surprising partner in emergency management - a local community time bank. Specifically, we explain the role of the Lyttelton Time Bank in promoting community resiliency following the Canterbury earthquakes in 2010 and 2011. A time bank is a grassroots exchange system in which members trade services non-reciprocally. This exchange model assumes that everyone has tradable skills and all labour is equal in value. One hour of any labour earns a member one time bank hour, which can be used to purchase another member’s services. Before the earthquakes struck, the Lyttelton Time Bank (TB) had organised over 10% of the town’s residents and 18 local organisations. It was documenting, developing, and mobilising skills to solve individual and collective problems. This report examines the Lyttelton Time Bank and its’ role before, during, and after the earthquakes based on the analysis of over three and a half years of fieldwork, observations, interviews, focus groups, trading activity, and secondary data.
Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.
Previous research has found that the capacity to self-regulate is associated with a number of positive life outcomes and deficits in self-regulation have been linked with poorer life outcomes. Therefore, parent and child self-regulation is an important focus of the Positive Parenting Program for Teenagers (Teen Triple P). The aim of this study was to investigate if Group Teen Triple P was effective in promoting parental self-regulation and adolescent behaviour change in families affected by the earthquakes in Canterbury NZ between 2010 and 2012. METHOD: Five families with teenagers aged 12-16 years were recruited from among families participating in a Group Teen Triple P program specifically implemented by the education authorities for parents self-reporting long-term negative effects of the earthquakes on their family. A single-case multiple-baseline across participants design was used to examine change in target teenager behaviour. Measures of self-regulation skill acquisition were taken using a coding scheme devised for the study from transcripts of three telephone consultations and from three family discussions at pre-intervention, mid-intervention, and post-intervention. Parents and their child also completed questionnaires addressing adolescent functioning, the parent-adolescent relationship and parenting at pre- and post-intervention. RESULTS: The multiple-baseline data showed that parents were successful at changing targeted behaviour for their child. Analysis of the telephone consultations and family discussions showed that parents increased their self-regulation skills over the therapy period and there was positive change in adolescent behavior reported on the Strengths and Difficulties Questionnaire. Additionally, the results suggested that higher rates and levels of self-regulation in the parents were associated with greater improvements in adolescent behaviour. CONCLUSION: This study demonstrated that the Group Teen Triple P -Program was effective in promoting self-regulation in parents and behaviour change in adolescents, specifically in a post-disaster context.
This thesis seeks to examine how the integration of play, small toys specifically, and the use of solution-focused brief therapy techniques can affect the outcomes for primary school aged children undergoing counselling. The setting is a counselling agency in Christchurch, New Zealand. A qualitative research approach is used and the data analysed using a narrative inquiry approach. The context of this study is the counselling service of an agency where young children, adolescents and their families are helped and supported through a variety of life issues. The counselling the participants are offered uses a combination of a solution-focused and play therapy where the purpose is to encourage clients to find exceptions to their presenting problems and identify their preferred future. The aim of this study is to help the children navigate their problem through a better understanding of and the gaining of personal skills and strengths. Participants were invited to be part of this study through the agency waiting list. The four included presented with a variety of reasons for coming to counselling yet these proved similar to that which the agency has been routinely presented with in the aftermath of the Canterbury earthquakes from 2011 to present day. Each participant had the consent of their parents or caregivers to engage in this project. The participants themselves separately agreed to engage in a solution- focused counselling process where the counsellor also integrated the use of small toys as part of the course. Counselling sessions were audiotaped, aspects photographed and analysed with a specific focus on client engagement. Four key themes emerged as the participants explored their personal narrative. Firstly, the “I’m OK” theme depicted in their first scaling activity, secondly a recognition that things could indeed be better and they needed help. Thirdly, a realisation of their own strengths and skills and finally that the future was an optimistic place to look forward to. These themes are described and explained through descriptions of the participant’s stories as well as self-reflection by the researcher. Transcriptions of sessions are included as are excerpts from the research journal and photographs of the use of the small toys by the children.
Children are often overlooked in the aftermath of a natural disaster, and children’s use of coping strategies plays an important part in their post-disaster adaptation (Vernberg, La Greca, Silverman, & Prinstein, 1996). The aim of this qualitative study was to explore the coping strategies of children with adequate self-regulation skills and minimal behaviour problems, living in Christchurch following the major 2010 and 2011 earthquakes. This aim was achieved through the use of semi-structured interviews with five seven-year-old children, their parents, and their teachers. These interviews were analysed using Directed Content Analysis and results showed that children most often reported using active and adaptive coping strategies, followed by avoidant strategies. Results in the current literature regarding children’s coping suggest that children exposed to natural disasters are able to utilise strategies that involve some personal control over their environment and emotions, through the use of active and adaptive coping strategies. Findings from this study contribute to the current understanding of children’s use of coping strategies when faced with commonly occurring childhood upsets. Further research is required regarding the outcomes associated with the use of effective coping strategies following traumatic events.
Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.
This paper shows an understanding of the availability of resources in post-disaster reconstruction and recovery in Christchurch, New Zealand following its September 4, 2010 and February 22, 2011 earthquakes. Overseas experience in recovery demonstrates how delays and additional costs may incur if the availability of resources is not aligned with the reconstruction needs. In the case of reconstruction following Christchurch earthquakes, access to normal resource levels will be insufficient. An on-line questionnaire survey, combined with in-depth interviews was used to collect data from the construction professionals that had been participated in the post-earthquake reconstruction. The study identified the resources that are subject to short supply and resourcing challenges that are currently faced by the construction industry. There was a varied degree of impacts felt by the surveyed organisations from resource shortages. Resource pressures were primarily concentrated on human resources associated with structural, architectural and land issues. The challenges that may continue playing out in the longer-term reconstruction of Christchurch include limited capacity of the construction industry, competition for skills among residential, infrastructure and commercial sectors, and uncertainties with respect to decision making. Findings provide implications informing the ongoing recovery and rebuild in New Zealand. http://www.iiirr.ucalgary.ca/Conference-2012
Livelihood holds the key to a rapid recovery following a large-scale devastating disaster, building its resilience is of paramount importance. While much attention has been given to how to help people who are displaced from their jobs to regain employment, little research on livelihood resilience has been undertaken for those relocated communities following a disaster event. By studying five re-located villages post-2004 Indian Ocean Tsunami in Banda Aceh and Aceh Besar, Indonesia, this research has identified the indicators of livelihood resilience and the critical factors driving it for post-disaster relocated communities. A mixed approach, combining questionnaire surveys, semistructured interviews, and field observations, was used for the collection of data. Housing entitlement, the physical and mental health of residents, access to external livelihood support and the provision of infrastructure and basic services were identified as amongst the most critical indicators that represent the level of livelihood resilience. Early recovery income support, physical and mental health, availability and timeliness of livelihood support, together with cultural sensitivity and governance structure, are amongst the most important factors. Given the nature of resettlement, access to infrastructure, location of relocated sites, the safety of the neighbourhood and the ability to transfer to other jobs/skills also play an important role in establishing sustained employment for relocated communities in Indonesia. Those indicators and factors were synthesised into a framework which was further tested in the recovery of Christchurch, and Kaikoura, New Zealand during their recovery from devastating earthquakes. It is suggested that the framework can be used by government agencies and aid organisations to assess the livelihood resilience of post-disaster relocated communities. This will help better them plan support policies and/or prioritise resilience investment strategies to ensure that the recovery needs of those relocated are best met.
The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation and rebuilding of schools in the region is initiating a rapid transitioning from traditional classrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching. This transition is driven by the Ministry of Education property division who have specific guidelines for designing new schools, re-builds and the five and ten year property plan requirements. Boards of Trustees, school leaders and teachers are faced with the challenge of reconceptualising teaching and learning from private autonomous learning environments to co-teaching in Flexible Learning Spaces provisioned for 50 to 180 children and two to six teachers in a single space. This process involves risks and opportunities especially for teachers and children. This research project investigates the key components necessary to create effective co-teaching relationships and environments. It explores the lessons learnt from the 1970’s open plan era and the views of 40 experienced practitioners and leaders with two or more years’ experience working in collaborative teaching and learning environments in sixteen New Zealand and Australian schools. The research also considers teacher collaboration and co-teaching as evidenced in literature. The findings lead to the identification of eight key components required to create effective collaborative teaching and learning environments which are discussed using three themes of student centeredness, effective pedagogy and collaboration. Six key recommendations are provided to support the effective co-teaching in a flexible learning space: 1. Situate learners at the centre 2. Develop shared understanding about effective pedagogy in a FLS 3. Develop skills of collaboration 4. Implement specific co-teaching strategies 5. Analyse the impact of co-teaching strategies 6. Strategically prepare for change and the future
Disaster recovery involves the restoration, repair and rejuvenation of both hard and soft infrastructure. In this report we present observationsfrom seven case studies of collaborative planning from post-earthquake Canterbury, each of which was selected as a means of better understanding ‘soft infrastructure for hard times’. Though our investigation is located within a disaster recovery context, we argue that the lessons learned are widely applicable. Our seven case studies highlighted that the nature of the planning process or journey is as important as the planning objective or destination. A focus on the journey can promote positive outcomes in and of itself through building enduring relationships, fostering diverse leaders, developing new skills and capabilities, and supporting translation and navigation. Collaborative planning depends as much upon emotional intelligence as it does technical competence, and we argue that having a collaborative attitude is more important than following prescriptive collaborative planning formulae. Being present and allowing plenty of time are also key. Although deliberation is often seen as an improvement on technocratic and expertdominated decision-making models, we suggest that the focus in the academic literature on communicative rationality and discursive democracy has led us to overlook other more active forms of planning that occur in various sites and settings. Instead, we offer an expanded understanding of what planning is, where it happens and who is involved. We also suggest more attention be given to values, particularly in terms of their role as a compass for navigating the terrain of decision-making in the collaborative planning process. We conclude with a revised model of a (collaborative) decision-making cycle that we suggest may be more appropriate when (re)building better homes, towns and cities.
Interagency Emergency Response Teams (IERTs) play acrucial role in times of disasters. Therefore it is crucial to understand more thoroughly the communication roles and responsibilities of interagency team members and to examine how individual members communicate within a complex, evolving, and unstable environment. It is also important to understand how different organisational identities and their spatial geographies contribute to the interactional dynamics. Earthquakes hit the Canterbury region on September, 2010 and then on February 2011 a more devastating shallow earthquake struck resulting in severe damage to the Aged Residential Care (ARC) sector. Over 600 ARC beds were lost and 500 elderly and disabled people were displaced. Canterbury District Health Board (CDHB) set up an interagency emergency response team to address the issues of vulnerable people with significant health and disability needs who were unable to access their normal supports due to the effects of the earthquake. The purpose of this qualitative interpretive study is to focus on the case study of the response and evacuation of vulnerable people by interagencies responding to the event. Staff within these agencies were interviewed with a focus on the critical incidents that either stabilised or negatively influenced the outcome of the response. The findings included the complexity of navigating multiple agencies communication channels; understanding the different hierarchies and communication methods within each agency; data communication challenges when infrastructures were severely damaged; the importance of having the right skills, personal attributes and understanding of the organisations in the response; and the significance of having a liaison in situ representing and communicating through to agencies geographically dispersed from Canterbury. It is hoped that this research will assist in determining a future framework for interagency communication best practice and policy.
This study explored the effects of the Canterbury earthquakes of 2010 and 2011 on different areas of quality of life (QOL) for children and adolescents with disabilities. Using a survey developed from the Quality of Life Instrument for People with Developmental Disabilities – Short Version (QOL-PDD-SV) (Brown, Raphael & Renwick, 1997) and The World Health Organisation Quality of Life - (WHOQOL)-BREF, parents or caregivers were asked to identify what level of importance and satisfaction their child or adolescent placed on areas of QOL including physical health, psychological health - stress levels and coping ability, attachment to their neighbourhood, friends, family, leisure activities, community access and schooling. They were also asked to determine what level of impact the earthquakes had had on each area of their child or adolescent’s life and overall quality of life in the aftermath of the earthquakes. A total of 31 parents of 22 males and 9 females between the ages of 2.5 years to 19 years of age (mean age: 12.6 years) responded. The results were collated and analysis was run to measure for the effect of age, gender and geographical location. The results found that the earthquakes affected nearly every area of QOL for the children and adolescents. The biggest impact on the children’s psychological health and their ability to cope It was observed that younger children (<13) were more likely to record improved or lessened effects from the earthquakes in psychological health areas. However, the areas of social belonging and friendships were the least affected by the earthquakes. Female children were more likely to indicate higher scores for social belonging after the earthquakes. Many parents observed that their children developed improved coping skills over the earthquake period. The findings in this study offer a better understanding of how earthquakes can affect the quality of life children and adolescents with disabilities.
This thesis explores how social entrepreneurship develops following a crisis. A review of literature finds that despite more than 15 years of academic attention, a common definition of social entrepreneurship remains elusive, with the field lacking the unified framework to set it apart as a specialised field of study. There are a variety of different conceptualisations of how social entrepreneurship works, and what it aims to achieve. The New Zealand context for social entrepreneurship is explored, finding that it receives little attention from the government and education sectors, despite its enormous potential. A lack of readily available information on social entrepreneurship leads most studies to investigate it as a phenomenon, and given the unique context of this research, it follows suit. Following from several authors’ recommendations that social entrepreneurship be subjected to further exploration, this is an exploratory, inductive study. A multiple case study is used to explore how social entrepreneurship develops following a natural disaster, using the example of the February 2011 earthquake in Christchurch, New Zealand. With little existing theory in this research area, this method is used to provide interesting examples of how the natural disaster, recognised as a crisis, can lead to business formation. Findings revealed the crisis initially triggered an altruistic response from social entrepreneurs, leading them to develop newly highlighted opportunities that were related to fields in which they had existing skills and expertise. In the process of developing these opportunities, initial altruistic motivations faded, with a new focus on the pursuit of a social mission and aims for survival and growth. The social missions addressed broad issues, and while they did address the crisis to differing extents, they were not confined to addressing its consequences. A framework is presented to explain how social entrepreneurship functions, once triggered in response to crisis. This framework supports existing literature that depicts social entrepreneurship as a continuous process, and illustrates the effects of a crisis as the catalyst for social business formation. In the aftermath of a crisis, when resources are likely to be scarce, social entrepreneurs play a significant role in the recovery process and their contributions should be highly valued both by government and relevant disaster response bodies. Policies that support social entrepreneurs and their ventures should be considered in the same way as commercial ventures.
This dissertation explores the advocacy for the Christchurch Town Hall that occurred in 2012-2015 after the Canterbury Earthquakes. It frames this advocacy as an instance of collective-action community participation in a heritage decision, and explores the types of heritage values it expressed, particularly social values. The analysis contextualises the advocacy in post-quake Christchurch, and considers its relationship with other developments in local politics, heritage advocacy, and urban activism. In doing so, this dissertation considers how collective action operates as a form of public participation, and the practical implications for understanding and recognising social value. This research draws on studies of practices that underpin social value recognition in formal heritage management. Social value is held by communities outside institutions. Engaging with communities enables institutions to explore the values of specific places, and to realise the potential of activating local connections with heritage places. Such projects can be seen as participatory practices. However, these processes require skills and resources, and may not be appropriate for all places, communities and institutions. However, literature has understudied collective action as a form of community participation in heritage management. All participation processes have nuances of communities, processes, and context, and this dissertation analyses these in one case. The research specifically asked what heritage values (especially social values) were expressed through collective action, what the relationship was with the participation processes, communities, and wider situation that produced them, and the impact on institutional rhetoric and decisions. The research analysed values expressed in representations made to council in support of the Town Hall. It also used documentary sources and interviews with key informants to analyse the advocacy and decision-making processes and their relationships with the wider context and other grassroots activities. The analysis concluded that the values expressed intertwined social and professional values. They were related to the communities and circumstance that produced them, as an advocacy campaign for a civic heritage building from a Western architectural tradition. The advocacy value arguments were one of several factors that impacted the decision. They have had a lasting impact on rhetoric around the Town Hall, as was a heritage-making practice in its own right. This dissertation makes a number of contributions to the discussion of social value and community in heritage. It suggests connections between advocacy and participation perspectives in heritage. It recommends consideration of nuances of communities, context, and place meanings when using heritage advocacy campaigns as evidence of social value. It adds to the literature on heritage advocacy, and offers a focused analysis of one of many heritage debates that occurred in post-quake Christchurch. Ultimately, it encourages practice to actively integrate social and community values and to develop self-reflexive engagement and valuation processes. Despite inherent challenges, participatory processes offer opportunities to diversify understandings of value, co-produce heritage meanings with communities, and empower citizens in democratic processes around the places they live with and love.
One of the great challenges facing human systems today is how to prepare for, manage, and adapt successfully to the profound and rapid changes wreaked by disasters. Wellington, New Zealand, is a capital city at significant risk of devastating earthquake and tsunami, potentially requiring mass evacuations with little or short notice. Subsequent hardship and suffering due to widespread property damage and infrastructure failure could cause large areas of the Wellington Region to become uninhabitable for weeks to months. Previous research has shown that positive health and well-being are associated with disaster-resilient outcomes. Preventing adverse outcomes before disaster strikes, through developing strengths-based skill sets in health-protective attitudes and behaviours, is increasingly advocated in disaster research, practise, and management. This study hypothesised that well-being constructs involving an affective heuristic play vital roles in pathways to resilience as proximal determinants of health-protective behaviours. Specifically, this study examined the importance of health-related quality of life and subjective well-being in motivating evacuation preparedness, measured in a community sample (n=695) drawn from the general adult population of Wellington’s isolated eastern suburbs. Using a quantitative epidemiological approach, the study measured the prevalence of key quality of life indicators (physical and mental health, emotional well-being or “Sense of Coherence”, spiritual well-being, social well-being, and life satisfaction) using validated psychometric scales; analysed the strengths of association between these indicators and the level of evacuation preparedness at categorical and continuous levels of measurement; and tested the predictive power of the model to explain the variance in evacuation preparedness activity. This is the first study known to examine multi-dimensional positive health and global well-being as resilient processes for engaging in evacuation preparedness behaviour. A cross-sectional study design and quantitative survey were used to collect self-report data on the study variables; a postal questionnaire was fielded between November 2008 and March 2009 to a sampling frame developed through multi-stage cluster randomisation. The survey response rate was 28.5%, yielding a margin of error of +/- 3.8% with 95% confidence and 80% statistical power to detect a true correlation coefficient of 0.11 or greater. In addition to the primary study variables, data were collected on demographic and ancillary variables relating to contextual factors in the physical environment (risk perception of physical and personal vulnerability to disaster) and the social environment (through the construct of self-determination), and other measures of disaster preparedness. These data are reserved for future analyses. Results of correlational and regression analyses for the primary study variables show that Wellingtonians are highly individualistic in how their well-being influences their preparedness, and a majority are taking inadequate action to build their resilience to future disaster from earthquake- or tsunami-triggered evacuation. At a population level, the conceptual multi-dimensional model of health-related quality of life and global well-being tested in this study shows a positive association with evacuation preparedness at statistically significant levels. However, it must be emphasised that the strength of this relationship is weak, accounting for only 5-7% of the variability in evacuation preparedness. No single dimension of health-related quality of life or well-being stands out as a strong predictor of preparedness. The strongest associations for preparedness are in a positive direction for spiritual well-being, emotional well-being, and life satisfaction; all involve a sense of existential meaningfulness. Spiritual well-being is the only quality of life variable making a statistically significant unique contribution to explaining the variance observed in the regression models. Physical health status is weakly associated with preparedness in a negative direction at a continuous level of measurement. No association was found at statistically significant levels for mental health status and social well-being. These findings indicate that engaging in evacuation preparedness is a very complex, holistic, yet individualised decision-making process, and likely involves highly subjective considerations for what is personally relevant. Gender is not a factor. Those 18-24 years of age are least likely to prepare and evacuation preparedness increases with age. Multidimensional health and global well-being are important constructs to consider in disaster resilience for both pre-event and post-event timeframes. This work indicates a need for promoting self-management of risk and building resilience by incorporating a sense of personal meaning and importance into preparedness actions, and for future research into further understanding preparedness motivations.
