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Research papers, University of Canterbury Library

Natural hazard reviews reveal increases in disaster impacts nowhere more pronounced than in coastal settlements. Despite efforts to enhance hazard resilience, the common trend remains to keep producing disaster prone places. This paper explicitly explores hazard versus multi-hazard concepts to illustrate how different conceptualizations can enhance or reduce settlement resilience. Understandings gained were combined with onthe-ground lessons from earthquake and flooding experiences to develop of a novel ‘first cut’ approach for analyzing key multi-hazard interconnections, and to evaluate resilience enhancing opportunities. Traditional disaster resilience efforts often consider different hazard types discretely. However, recent events in Christchurch, a New Zealand city that is part of the 100 Resilient Cities network, highlight the need to analyze the interrelated nature of different hazards, especially for enhancing lifelines system resilience. Our overview of the Christchurch case study demonstrates that seismic, hydrological, shallow-earth, and coastal hazards can be fundamentally interconnected, with catastrophic results where such interconnections go unrecognized. In response, we have begun to develop a simple approach for use by different stakeholders to support resilience planning, pre and post disaster, by: drawing attention to natural and built environment multi-hazard links in general; illustrating a ‘first cut’ tool for uncovering earthquake-flooding multi-hazard links in particular; and providing a basis for reviewing resilience strategy effectiveness in multi-hazard prone environments. This framework has particular application to tectonically active areas exposed to climate-change issues.

Research papers, University of Canterbury Library

For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.