Child Focused Disaster Risk Reduction Training of Trainers for … · 2013-05-05 · Trainers for...

Child Focused Disaster Risk

Reduction Training of

Trainers for Visayas 2 Field

Office

Ladaga Inn and Restaurant, Dauis, Totolan, Bohol

May 30 – June 2, 2011

CF DRR Training of Trainers for Visayas 2 Field Office

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Table of Contents

Training Overview ............................................................................................................................................ 4

Day One ........................................................................................................................................................... 5

Activity Outline ........................................................................................................................................ 5

Day One Proceedings ............................................................................................................................ 5

Praise and Worship and Biblical Reflection Session ............................................................................................... 5

Getting to Know You .............................................................................................................................................................. 6

Welcome Messages ................................................................................................................................................................. 6

Expectation Setting ................................................................................................................................................................. 7

Presentation of Training Flow of Activities and Objectives ............................................................................... 7

Input on CF DRR in WV Context .................................................................................................................................... 7

Closing ............................................................................................................................................................................................ 8

Day Two ........................................................................................................................................................... 9

Activity Outline ........................................................................................................................................ 9

Day Two Proceedings ........................................................................................................................... 9

Praise and Worship and Biblical Reflection Session ............................................................................................... 9

Recapitulation of Previous Day’s Activity .................................................................................................................. 10

Module 1 Rationale of Child-Focused Disaster Risk Reduction ...................................................................... 11

Session 1 Local Disaster Experience ........................................................................................................................ 11

BALITA, BALITA, MALAKING BALITA! ..................................................................................................................... 11

PAINT ME A PICTURE ..................................................................................................................................................... 11

Input on the Natural Hazard, Disaster Impact in the Philippines and Republic Act (RA) 10121 .................. 13

Session 2: Childs Rights, Protection, and Wellbeing ....................................................................................... 15

A Paper representation of oneself ................................................................................................................................. 15

SEEDS TO TREES ............................................................................................................................................................... 16

Module 2: Child Participation ........................................................................................................................................... 18

Module 3: Understanding Disasters, Disaster Risk Management and Resilience .................................. 18

Session 1: Basic Concepts: Disasters, Hazard, Vulnerability, and Capacity ........................................ 18


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VISUAL EXPLORER ........................................................................................................................................................... 18

QUIZ SHOW ...................................................................................................................................................................... 19

Input on DRR Basic Terminologies ................................................................................................................................ 20

Session 2: DRM and DRM Activities ......................................................................................................................... 22

Input on Hazard .................................................................................................................................................................. 22

PAINT ME A PICTURE ..................................................................................................................................................... 22

Session 3: Resilience ......................................................................................................................................................... 23

The Choral Singing and Speech Choir .......................................................................................................................... 23

Module 4: Community Risk Assessment .................................................................................................................... 24

Session 1: Understanding Community Risk Assessment .............................................................................. 24

Session 2: The Community Risk Assessment Tools ........................................................................................ 26

Day Three ..................................................................................................................................................... 27

Activity Outline ..................................................................................................................................... 27

Day Three Proceedings ..................................................................................................................... 27

Praise and Worship and Biblical Reflection Session ............................................................................................. 27

Recapitulation of Previous Day’s Activity .................................................................................................................. 27

Presentation on the Workshop Output of Community Assessment Tools ............................................ 27

The Community Exposure ................................................................................................................................................ 29

Day Four ....................................................................................................................................................... 30

Activity Outline ..................................................................................................................................... 31

Day Four Proceedings ........................................................................................................................ 31

Praise and Worship and Biblical Reflection Session ............................................................................................. 31

Debriefing of Previous Day’s Activity........................................................................................................................... 31

Identifying Different Hazards, Vulnerabilities, and Capacities of Children and Community in Oy,

Loboc............................................................................................................................................................................................. 32

Paint Me a Picture ............................................................................................................................................................. 33

Prioritization of Identified Hazards .......................................................................................................................... 34

Identifying Disaster Risk Reduction Options ............................................................................................................ 34

Action Planning........................................................................................................................................................................ 36

Evaluation ................................................................................................................................................................................... 37


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Closing .......................................................................................................................................................................................... 38

Annexes ......................................................................................................................................................... 39

Annex A - Biblical Reflections ........................................................................................................ 39

Annex B – Expectations and House Rules ................................................................................ 41

Annex C – Shared Learning during the Recapitulations ................................................... 43

Annex D – Oy Assessment Output.............................................................................................. 44

Annex E – Oy Data Collation and Analysis .............................................................................. 49

Annex F – Prioritization Output ................................................................................................... 51

Annex G – DRRM Planning Output for Oy ........................................................................................ 52

Annex H - Evaluation ......................................................................................................................... 56

Annex I - Collections of Child Friendly Games, Songs, and Claps Introduced

during the Training.............................................................................................................................. 59

Annex J – CF DRR Framework ...................................................................................................... 63

Annex K - List of Participants, Facilitators, and Support Staff ...................................... 64

Annex L - Groupings of Participants ........................................................................................... 65


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Training Overview

Venue

Ladaga Inn and Restaurant, Totolan, Dauis, Bohol

Date

May 30 – June 2, 2011

Participants

World Vision Program Officers, selected Board of Trustees,

Community Leaders, and Staff of the following Area

Development Programs (ADP):

ADP Bohol 04

ADP Bohol 04-2

Bohol Northeastern ADP

ADP Omega

ADP Diadem

Northwestern Leyte Community Development Program

Haven 2 ADP

North Cebu ADP

Training Facilitator

Ms. Luz Mendoza, WV DRRM Specialist

Ms. Lerma Cotoner, WV SRS

Training

Objectives

1. Understand their local disaster experiences and its

impact to children, families, and communities;

2. Identify international/national instruments and

framework that promote children‟s needs and

involvement;

3. Level off on basic concepts and terminologies of

disasters and disaster risk management;

4. Know the concepts and processes involved in

community risk assessment; and

5. Develop an action plan that lay down DRR activities.


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Day One

Activity Outline Preliminary Activities

Praise and Worship and Biblical Reflection Session

Getting to Know You

Giving of Messages

Expectation Setting

Presentation of Training Flow of Activities and Objectives

Input on CF DRR in WV Context

Closing

Day One Proceedings


The training started at 1:00 in the afternoon with a joyful singing of praise and

worship songs for the Lord: Shine Jesus Shine, Still, and Power of Your Love. Mr.

Joseph Lamoste led the group in the singing. It was followed by an opening prayer

led by Mr. Armando Logaos.

Then, the Biblical Reflection Session followed which was facilitated by Ms. Lulut

Mendoza, a DRRM Specialist of World Vision (WV) and the main facilitator of the

4-day training. During the session, the training participants were made to reflect

on the verse from Matthew 19:14 which says, Jesus said,” Let the little children

come to me, and do not hinder them for the Kingdom of heaven belongs to such

as these.” To facilitate the sharing of individual reflections, the participants were

grouped into three. From among the three, they identified who will be A, B, and

C.

Specific tasks were assigned to corresponding letters as such;

A – the Storyteller who will share his/her actual life story or

experience that relates on the given verse;

B – he/she summarized the story of A into three sentences;

C – was tasked to identify the gist of the story and to express it into

one sentence.

Since there was one group with 4 members, the 4th was assigned as D and was tasked to find an object that would

best represent their group‟s story.

Ms. Lulut facilitating the BRS

The storytelling …


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After all the groups were done sharing, B and C were asked to share to the big group on their corresponding

assignments. Annex A shows a full account of the big group sharing. As summarized by Ms. Lulut, the stories

talked about issues concerning children. She expressed that even with the many advocacy, many children are still

deprived of their rights. She affirmed that working in the WV ministry- a ministry for the children is always a

blessing. She further hoped that the children may experience God‟s kingdom. She ended the reflection session by

sharing to the group a poem by Clarisse Butner entitled “I wasn‟t Raised”. The poem talked about the good things

the child missed while growing up except love- the love that he/she all needed.

Getting to Know You

Ms. Lerma Escalora, a WV Sponsors Relation Staff took the floor to set the

atmosphere of the 4-day training and encourage a friendly environment

among the participants and the facilitators. Two activities were done in

order for them to get to know well their companions. For the first activity,

outer and inner circles were formed. They move around in separate

directions while singing the song „Kumusta ka? Halina‟t magsaya”. When the

song ended they find partners and introduced themselves. After every

complete round of the singing, they will have to find another partner to

befriend. Secondly, they played the game “Zip, zap, and zoom.” An “It”

stationed at the center of the circle facilitated the game. The participants

will have to name the person to their right and to their left when zip and

zap will be mentioned respectively. When it was zoom, they will have to

move across the circle and find vacant sits to occupy possibly getting a new

“It” to facilitate the game. To end the session, they were challenged to

name their new-found friends.

Welcome Messages

After the lively introductions, Mr. Bonifacio Calapan, the WV Program

Officer for Bohol welcomed the participants to the training. He was glad

for the opportunity to host the training for the Visayas 2 team and right

away thanked the support of the team program manager who was present

at that time and was likewise thankful for the facilitators. He was then

positive that the training would ensure deliberate integration of the Disaster

Risk Reduction and Management (DRRM) in the activities of the Area

Development Program (ADP).

Ms. Jasmin Villahermosa, the Program Manager of the Visayas 2 team was

also given the privilege to speak to the group. In her message, she hoped

that the participants would enjoy and appreciate the processes of the

training. She expressed her prayers for a fruitful output and further

challenged the group on the trainings‟ application in order to maximize the

resources invested. She expected integration of the DRRM in the

processes of the sponsorship activities.

Getting started right…


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Expectation Setting

In order to manage the expectations of the participants, a leveling of expectations was conducted. The full circle

process was used to facilitate the activity. The participants were grouped into four and were asked to move

around the room in groups to post their expectations on the four areas of the training: on content,

methodologies, participants, and facilitators. The house rules were also included for everyone to agree on the do‟s

and don‟ts of the training. Cartolinas posted on the wall were provided for the activity. A group reporting of the

written outputs followed. A full documentation of the expectations and of the house rules can be found in Annex

B.

Consequently, it was agreed that the four groups created would respectively facilitate the preliminary activities in

the succeeding days: the Praise and Worship and Biblical Reflection Session, Recapitulation, and including the giving

of Energizers.

Presentation of Training Flow of Activities and Objectives

Before proceeding with the presentation of the flow and objectives of the training, Ms. Lulut introduced another

activity to see the profile of the participants and get to know them better. The participants were instructed to

perform the following;

1. To stand when called: ADP staff, community leaders, and WV staff;

2. To find themselves in the imaginary map grouping themselves according to working area;

3. To find themselves in the imaginary map grouping themselves according to province where they grew up

or place they call home;

4. To form one line arranging themselves according to no of years in the ADP: the youngest and the oldest

were 3 months and 35 years;

5. To arrange themselves according to their month of birth: it was the month of September where there

was no celebrant; and

6. To arrange themselves according to ADP.

After which, Ms. Lulut went over the flow of the training giving each one an overview of the daily activities and of

the whole training processes. She informed further that three manuals were already formulated for the DRRM

processes: a module for adult, module for children, and the guide for community risk assessment of which the last

two will be available for distribution during the training. According to her, the training, which will use the module

for children, will be at the same time a learning process for the DRRM team as it will be run for the first time.

Then after, the objectives of the training was presented.

Input on CF DRR in WV Context

Ms. Lulut gave the basic parameters and the rationale behind the Child Focused Disaster Risk Reduction and

Management (CF DRRM) engaged by World Vision. Slide pictures of experiences and activities conducted by the

DRRM team were shown for a glimpse of their works in the field: orienting children and communities, initial risk

assessment involving children, communities-police, action planning. Important notes on the input given are as

follows;

- CF DRR engaged children, families and communities in its processes.

- CF DRR aligns its child focus approach with the Integrated Programming Model of WV which targets the

most vulnerable sector in the community.


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- Many disaster has been experienced in the Philippines because Asia where it is part of is belongs to the

Pacific Ring Fire. Accordingly, with the many disaster events in the country, WV has given so much and

invested on emergency relief. As such, the Asia Pacific Regional Office (APRO) formulated the Regional

Resilience Project.

- The journey of the WV DRRM team or the processes conducted which created the framework and tools

on community risk assessment involving children: research and conceptualize; develop and pre-test;

evaluate; good practices, methodologiCXV es, and lessons learned.

- Like any other projects of WV, spirituality is also at the core of CF DRR.

- Disaster Risk Reduction and Management is important to WV because it is working in 90 of the poorest

communities in the world. It is the poorest communities: the children, the elderly, and the women who

suffered the most when disaster comes.

- DRR ensures integration of the thrust of WV that is relief, development, and advocacy in order to pre-

empt all avoidable disasters and losses, reduce risk, and build resilience.

- There is a need to prepare for disaster since 10% or roughly 6M dollars of WV HEA 2006 expenditures

were accommodated to emergency relief activities. This data is exclusive for HEA and do not consider

yet other expenses of the sponsorhip programs.

- DRR is to take action now and to build resilience.

- DRR is for children and by the children.

- CF DRR framework centers on the well-being of children. Its focus includes both the development of

resilience and disaster risk reduction. A copy of the CF DRR framework can be seen in Annex J

- Integration of DRR is ensured in the promotion of Child Well-being Aspirations and are checked in the

following CWA indicators:

Enjoy good health

o children protected from infection, disease, and injury

o children and their caregivers access essential health services

Educated for Life

o children make good judgments, can protect themselves, manage emotions and communicate

ideas

Experience love of God and their neighbors

o children value and care for others and their environment

Cared for, protected, and participating

o children cared for in a loving, safe, family and community environment with safe places to play

Closing

Before the day ends, Ms. Jam gave another imparting message to the participants, as she will not be around for the

succeeding days of the training. In her talk, she again hoped and emphasized to see the integration of the DRR in

the program‟s logframe, budget, and indicator tracking table. Since the planning involved in the training was the

processing for the output of the community immersion that surely will not be applicable to the participants‟

respective ADPs, she reminded to ensure ADP planning after the training.

Having covered the schedules of the day, the activity ended at 5:00 pm with a closing prayer led by Ms. Jam.


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Day Two



Recapitulation of Previous Day‟s Activity

Module 1 Rationale of Child-Focused Disaster Risk Reduction

Session 1: Local Disaster Experience

BALITA, BALITA, MALAKING BALITA

Paint Me A picture

Input on the Natural Hazard, Disaster Impact in the Philippines and RA 10121

Session 2: Childs Rights, Protection, and Wellbeing

A paper representation of oneself

Seeds to Trees

Module 2 Child Participation

Module 3: Understanding Disasters, Disaster Risk Management and Resilience

Session 1: Basic Concepts: Disasters, Hazard, Vulnerability, and Capacity

Visual Explorer

Quiz Show

Input on DRR Basic Terminologies

Session 2: DRM and DRM Activities

Input on Hazard

Paint Me A Picture

Session 3: Resilience

The Choral Singing and Speech Choir

Module 4: Community Risk Assessment

Session 1: Understanding Community Risk Assessment

Session 2: The Community Risk Assessment Tools

Day Two Proceedings


Songs of praise and worship, Through it All and Who Am I led by Ms. Catherine Regonas started the day‟s

schedule at 8:00 in the morning. After which, Ms. Nimfa Campos led everyone in prayer.

Following thereafter was the Biblical Reflection session which was facilitated by Mr. Benedict Labor. To keep the

group moving, he started his session with a game “Gianod sa kusog na baha.” He also did a little advocacy

promoting the organic products of their organization and its partners. And to move on with his reflection session,

the participants were asked to go to their respective groupings and were asked to identify a reporter to share to

the big group a summarized group reflection on the reflection theme, “Noah and the Great Flood” from Genesis

6:9-10, 13-22. Shared reflections can be found in Annex A.


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Recapitulation of Previous Day’s Activity

A short recapitulation on the previous day‟s learning followed which was facilitated by Ms. Devon from Group 1.

Questions to guide in recalling the topics discussed were written on a piece of paper and were randomly pasted

under the chairs of the venue. Participants seated on the “lucky” chairs were asked to share his/her learning on

the topic. Topics and learning reviewed can be found in Annex C.

After the short recap of the topics already taken, Ms. Lulut, the training facilitator took the floor. To start with

her sessions and liven up the spirit of the participants, she introduced a game advising the participants to surpass

the level of energy of the children every time they will be dealing with the latter in ADP activities. In her

energizer, she asked the participants to move around the room following instructions given and to stop moving

executing what was asked to be done when she will say freeze. The following were the instructions given;

- To move around the room by skipping and freeze with

their back at the back of the other person;

- To walk around the room and freeze in darna position;

- To walk fast around the room and freeze with 2 hands

holding other hands;

- To walk around the room and freeze with 5 knees

attached to each other;

- To walk around the room and freeze forming a big circle;

A short breathing exercise ended the activity. When the participants have calmed down, Ms. Lulut asked them

how they felt. Creatively, they were to express their feelings by constructing a sentence. Each connecting words

including punctuation marks will be said by each of the participants as the microphone moved around the circle.

The sentences formulated during the game that expressed how the participants felt were as follows;

I walk through this valley of happiness. I feel comfortable and happy. I am somewhat wa ko kahibaw. He is

handsome. I enjoy this day beautifully, isn‟t it? I am feeling happy but I am tired because I travel so far away from

Bohol.

A 15-minute snack break followed.

Trying to get the instructions right.

Participants reflecting on the words of God.


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Module 1 Rationale of Child-Focused Disaster Risk Reduction

Session 1 Local Disaster Experience

BALITA, BALITA, MALAKING BALITA!

To situate the participants on the topic of the session, Ms. Lulut asked who among

them have personally experienced or have witnessed a neighbor or a friend in a

disaster. After shortly recalling the experiences of each one, they were asked to grab a

partner and were encouraged to choose those who were not from their ADP. After

choosing a partner, they talked about the disaster they have experienced, heard over

the radio, or have seen on TV. They were to make headline news about it. After a

while, they were asked to write it on a paper and were asked to broadcast their news

to others by moving around the room and show off their headline news. A few of the

headlines flashed were as follows;

Ormoc Falashflood 13 thousand dies

Baryong Oring nipatay ug 13,000 ka tao sa lungsod

Flood hits Dulag Leyte

3 yr. old baby boy survived in the midst of big flood!!!

2 ka bata nalumos patay…

After a few minutes, they were asked to group according to news that speaks of the same disaster event. Three

local disasters were chosen for the next activity; bagyo, baha, aksidente sa motosiklo.

PAINT ME A PICTURE

After which, the participants were grouped into three assigning to each of the group the disasters identified. The

groups were then asked to portray a scene depicting the scenario of the disaster assigned to them. After a few

minutes of working on their own acts to portray the picture, Ms. Lulut asked them to freeze. Each of the groups

were given time to portray their picture while the others were asked to guess what the performing group was

trying to show. After letting other group guess, the performing group were asked to make a dialogue on what was

happening on their scene to check the interpretations of the spectators. The following were the group‟s outputs.

Group Picture Painted Interpretation

Motorcycle accident

An overloading motorcycle hit a

child; a reporter was covering the

accident

Participants flashing

their headline news


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Bagyo

Trees have fallen; people died;

houses were destroyed

Flood

People died; a child crying for a

lost family; landslide from the

mountains

After the first scene, the groups were asked again to portray another picture that depicted an emergency response

from the community.

Group Picture Painted Interpretation

Storm

Families helping each other;

building back destroyed houses;

cutting of branches of trees;


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Flood

NGO responding to the barangay

after a calamity by distributing

food to eat; a worker doing

counseling; workers doing an

assessment

Motorcycle accident

A emergency response team

responding to the situation; police

cordoning the area; a reporter

covering the event

There was a processing after the activity. It was identified that during disaster, children, families, communities,

material resources, and environment were mostly affected. The case in Marikina during the big flood last 2010 was

being cited where the cause of the flooding was also emphasized - garbages seen hanging on fences and other

structures reached by flood after the disaster.

Input on the Natural Hazard, Disaster Impact in the Philippines and

Republic Act (RA) 10121

After the creative portrayal of the different scenes, there was a short video

presentation showing the various calamities and disaster experienced by the

Philippine island. After which, Ms. Lulut established the reason why CF DRR is a

must in the works of the ADP especially in the Philippines. The following were

picked out of the presentations;

Ms. Lulut further explaining

her topic.


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- Presidential Decree 1566 mandates the creation of Municipal Disaster Coordinating Council however no

law was passed.

- Disaster incurs a lot of expenses which strains the budget of the government. Budgets intended for

development are realigned to addressing disaster responses.

- Philippines is prone to natural hazards because of the following reasons;

o It is located along the Pacific Ring of Fire. It has 22 active volcanoes that could trigger

earthquake, tsunamis, and other volcanic hazards.

o It is archipelagic in nature making it vulnerable to sea-level rise from climatic conditions.

o It lies along the Western Pacific Basin. On the average, 20 storms hit the country yearly.

- The country‟s map was shown showing the cyclone frequency, flood frequency, and the drought

frequency which are all high.

- Other maps were presented;

o multiple climate hazard index where it showed Philippines to be very red such that there is more

reason to do CF DRR

o a presentation on the distribution of natural disasters by country and type of phenomena where

windstorm is most prevalent in the Philippines

- Statistics were also presented:

o Philippines ranked no 1 all over the world in the number of reported disaster events within

2009

o Philippines ranked no 1 all over the world in most number of population affected by natural

disaster in 2009 source: CREDEM Data, Human Impact of Disaster, 2009

o Philippines ranked no 3 all over the world in number of people killed I n 2009 due to disaster

o Philippines ranked no 10 in internally displaced people (IDPs) due to armed conflict

- Disaster Risk Management activities

o Before disaster

Prevention – preventing the disaster to happen

Mitigation – lessening the impact should a disaster happen

Preparedness – when disaster should happen some aspect would be prepared like

insurance, first aid, training of community, and availability of resources like ambulance

o During disaster

Emergency relief and response systems must be in-placed

o After Disaster

Recovery, rehabilitation, and reconstruction/”building back better”

- Presentation of RA 10121 The Philippine Disaster Risk Reduction Management Act of 2010 which was

approved on May 27, 2010 and become effective June 24, 2010. This is an act strengthening the Philippine

DRRM System providing for the National DRRM Framework and institutionalizing the National DRRM

Plan with funds appropriation.

- A discussion on the salient features of RA 10121 was done emphasizing that the new structure of the

DRRM has each a separate body to oversee and to implement.

- The network of the DRR includes the government. There is budget allocated in the government and

there is a law that can always be referred to.

- The network is multi-sectoral so organizations like BCCAP and UFTDI can come in and probably give

assistance in trainings.


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Session 2: Childs Rights, Protection, and Wellbeing

To start with the session, Ms. Lerma Escalora asked the participants‟ understanding on what a child is. The

following answers were gathered;

A child is…

- Dali patoohon

- Inocente

- Dali mohilak ug dali rapud mokatawa

- Friendly

- Dili modomot

A Paper representation of oneself

After which, the participants were asked to be seated forming a big circle. They

were given a sheet of paper to be freely transformed into something that would best

represent their childhood lives. They were given a few minutes to work on the

instruction given. After a while, they were asked to share their output. The

following were the participants‟ recollections of their past:

Representation Meaning

Airplane Represents of his dreams;

Ball Can easily adjust especially to the will of her parents;

Boat Obedient and go with the will of parents which results to a life full of love;

Stone Considered himself as bad before which like a stone, could cause pain when

thrown at someone however; with God‟s grace, has changed as he grew old;

Angel Quiet and simple trying to hide herself;

Dress She always wear dresses while she was still young as she has no pants for her

wardrobe;

Smiling doll She likes to play doll and could recall a happy childhood days;

A drawing of a rubber band She is a leader who is available at all times;

Stick Frail and sickly during her childhood but felt safe with an intact family around

who are close to the Lord;

Boat Has dreamt of travelling around the world and during her childhood, she liked

to play with boats especially during the rainy days and like a boat too who sails

with the wind, she accepted whatever the Lord gave her;

A drawing of a “makahiya” leaf Very shy and “looran” but is very close to parents;

Airplane Go with the will of parents;

A drawing of a tree Loved to climb trees but also sell whatever fruit she was able to get;

A drawing of a mountain She loved to play and take refuge during the lonely hours in the hill situated

near their house;

A toy airplane Like a toy airplane which when thrown up will always find its way down, she has

big but unfulfilled dreams because her father died and her mother cannot fully

support;

Flower Loved gardening because foe her, plants and flowers gives beauty to life

A participant working

on her paper


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especially when there are problems encountered;

A drawing of a skipping rope Loved to play all afternoon;

Paper doll Used to spend time making a lot of paper dolls for she felt company in them as

she was not allowed to play outside being the youngest in the family;

Boat Used to play with boat during times when the high tide would reach to their

house as they were not allowed to have their feet on the waters;

A drawing of an eagle Like a bird, he is flexible;

After the sharing, Ms. Lerma reminded them that their childhood experiences have molded them into what they

are now at present. The weaknesses that goes with being a child has gone as one increases his/her capacity to

adopt with the environment.

SEEDS TO TREES

After the reflection of personal experiences, the participants were asked to go to their groupings in order to

discuss on the following questions thrown by the facilitator;

- What do children and trees need in order to grow and thrive?

- What are the factors that hinder or stunt the growth and development of children and trees?

With art materials provided, they were to freely translate and present their reflections on the questions given.

Prominently, all the four groups were seen working on art installation. After enough time was provided to finish

the task, the participants were asked to present and to explain their output in a plenary session. The following

were captured during their reporting:

The Output:

Art Installation Explanation

- A tree giving shade to a child;

- The family, the school, friends, food are facilitating

factors that will help children attain fullness of life.

Groups in action…


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- Parents have the responsibility for prenatal care like

trees that need good soil for a good foundation;

- When parents give care, children are nurtured

properly and would grow to be an asset to the

community;

- Love and care are factors for children to develop like

trees that will give good fruit when nurtured well.

- The brown and the green stuffs represents that soil

and the weed surrounding a growing tree;

- Children are like trees that needs support as it grows;

- The worms present in a growing tree represents the

bad “barkada” children encountered as it grows;

- Children needs nurturing parents in order for them

to grow.

- Schools and playgrounds were identified as facilitating

factors for children‟s growth;

- Alcohol, too much internet, bars, etc. which are

present in the community affects the growth of the

children;

- The kind of family that allows or disallows children to

participate greatly affects their growth.

After the insightful reporting, Ms. Lerma summarized the highlights of the outputs by sharing that the center of the

works of the ADP ensured that children are protected from harm in order to provide a nurturing environment for

them as they grow.

The following concepts about children were reviewed

to further summarize the reflection of the group;

Core principles of UNCRC

Best interest of children

Rights to quality of life and development

Non-discrimination and inclusion

Right to participate

Dominant views of children

Naturally weak, passive, ignorant, helpless, incomplete,

dependent, etc.

Better seen and not heard

Properties of their parents and guardians Ms. Lerma presenting some concepts about

children


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Little adults

Extension of their parents‟ personalities

Emerging views of children

Recognizes their basic rights as children

Focus on children‟s strengths rather than their vulnerabilities

Values what children can do and not what they cannot do

Traditional views of children

Gifts from God

Source of emotional and financial security

Children are wanted, desired, and enjoyed

Investment for the future

Should be given love, care, and protection

Reason for marriage and preserving the family

Module 2: Child Participation

Two energizers were introduced to boost up the energies of the participants: the “evolution” were one evolved

from a cockroach to eagle to monkey and to human and the “che che gulle” song. After then, Ms. Lerma

presented the Roger Hart‟s Ladder of Children‟s Participation. As relayed, the first three levels from the bottom

defined the levels of non-participation while the 4th to 8th are the degrees of participation.

8. Child and adult share decision-making

7. Child initiates and directs their own project

6. Adult initiated, shared decisions with children

5. Consulted and informed

4. Assigned but informed (assigned to a specific role and understands why they are involved )

3. Tokenism

2. Decoration (when young people are used to help a program or project for which only the adults are happy)

1. Manipulation

Module 3: Understanding Disasters, Disaster Risk Management and Resilience

Session 1: Basic Concepts: Disasters, Hazard, Vulnerability, and Capacity

VISUAL EXPLORER

To better understand the terms disaster, hazard, vulnerability, and capacity, Ms. Lerma used the visual explorer

process. Different pictures were laid on the floor and participants were asked to pick a picture of their choice.

They were asked to look and examine closely their chosen picture. After which, they were to identify whether

their pictures portray a disaster, hazard, vulnerability, or capacity. They were asked to place it on the floor and to

align it at the right heading. After which, the whole group examined whether pictures were posted rightfully.

After a few discussions over some pictures and having agreed and convinced of its proper alignment, participants

had a better understanding of the differences of each scenario: disaster, hazard, vulnerability, and capacity.


19

QUIZ SHOW

After the visual explorer activity, Ms. Lerma introduced a quiz show

to check the participants‟ basic understanding on hazards and

disaster. The participants were asked to go to their grouping.

Questions were flashed and read on the screen and on the go signal;

groups were to race in front to give their answer. The group can

work together to identify the right answer. The group had an

enjoyable time answering the questions given. The following were

the questions flashed and their corresponding correct answers;

QUESTION ANSWER

1. Yes or no.

When a typhoon hits the Pacific ocean, is

it a disaster or not?

No because there are no affected.

2. True or false.

Lighting and extreme heat are not hazards.

False because it can affect people, vegetation, etc.

3. True or false.

“Hazard” may only arise from nature.

False.

4. True or false.

“HAZARD” may trigger disaster.

True.

5. Enumeration.

Name at least two (2) examples of

human-induced hazards.

War and fire.

6. Multiple choice

There is a disaster when…

a. People die, properties are destroyed,

and there is disease outbreak

b. Work is disrupted and there is a lack of

medical services

c. The community people need help from

external organizations

d. All of the above

d.

7. True or false.

The bigger the vulnerability, the bigger the

disaster risk. The bigger the capacity, the

smaller the disaster risk.

True.

8. Enumeration. Properties, lives, and livelihood.

Working to earn a score for the team!

Working through the visual senses…


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Name at least 3 elements at risk when

disasters strike.

9. Identification

_____________ is the capacity of a

system, community or society to resist or

to change in order that it may obtain an

acceptable level in functioning and

structure.

Resilience.

10. True or false.

The impacts of disasters are greatly felt by

women, children, people with disabilities

(PWDs) and elderly.

True.

After tallying the scores, Group 2 won having gained 5 points followed by Groups 4, 1, and 3 with 3, 2 and 0 points

respectively.

Input on DRR Basic Terminologies

After the series of thought provoking activities, basic terminologies of DRR were explained by Ms. Lerma.

Hazard - A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or

other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or

environmental damage. (event, phenomenon)

Types of Hazards

- Natural: typhoon, earthquake, volcanic eruption, tsunami

- Human-made: fire, pollution, oil spill, industrial accidents (such as leakage of toxic waste)

- Combination or socio-natural hazards: flooding and drought can fall under this category if it is due to

deforestation

Vulnerability - The characteristics and circumstances of a community, system or asset that make it susceptible to

the damaging effects of a hazard. (vulnerable – kinsa, unsa)

Examples of vulnerability

- Poor locations

- Houses made of light materials

- Conflict in the community

- Lack of knowledge and skills on disaster preparedness and protective measures

- Attitude of helplessness and dependence

Capacity - The combination of all the strengths, attributes and resources available within a community, society or

organization that can be used to achieve agreed goals.

Examples of Capacity

- Permanent housing

- Ownership of land


21

- Adequate food and income sources

- Family and community support in times of crises

- Local knowledge

- Responsive local government

- Strong community organizations

Disaster - A serious disruption of the functioning of a community or a society involving widespread human,

material, economic or environmental losses and impacts, which exceeds the ability of the affected community or

society to cope using its own resources.

Risk - The probability of harmful consequences, or expected loss (of lives, people injured, property, livelihoods,

economic activity disrupted or environment damaged) resulting from interactions between natural or human

induced hazards and vulnerable/capable conditions.

Exposure - People, property, systems, or other elements present in hazard zones that are thereby subject to

potential losses.

Disaster risk - The potential disaster losses, in lives, health status, livelihoods, assets and services, which could

occur to a particular community or a society over some specified future time period.

DR = Hazard x (+) Exposure and Vulnerability

Capacity

Elements at risk

Who and what can be damaged:

- People (their lives and health)

- Household and community structures (houses, community centres, schools)

- Community facilities and services (access roads, bridges, hospital, electricity, water supply, etc.)

- Livelihood and economic activities (jobs, crops, livestock, equipment, etc.)

- Environment (natural resource)

Resilience - The capacity of a system, community or society to resist or to change in order that it may obtain an

acceptable level in functioning and structure. This is determined by the degree to which the social system is

capable of organizing itself, and the ability to increase its capacity for learning and adaptation, including the capacity

to recover from a disaster.


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Session 2: DRM and DRM Activities

Input on Hazard

Ms. Lulut presented and explained the following:

Four types of hazard;

1. Geological like earthquake and landslides

2. Hydro-meteorological which depends upon the movement of the earth like typhoons, floods, tsunamis,

rain and ipo-ipo

3. Biological like SARS, illnesses, birds flu, bacteria infested in water as in biological warfare

4. Technological/industrial like the Japan nuclear case

As explained, it is important to know the types of hazard in an area to be able to identify the appropriate

intervention to reduce the risk.

PAINT ME A PICTURE

To gauge on the level of understanding on DRRM measures, Ms. Lulut asked the participants to go to their three

groupings; flood, bagyo, and motorcycle accident groups. In their group, they were instructed to portray the

measures they are going to take to prevent, mitigate, or prepare for the disaster assigned in their group.

The following were the output:

Disaster during… Prevention, Mitigation, and Preparedness Measures

Bagyo Proper drainage; flood control measures; planting of trees

Flood Contour farming to prevent landslides, planting of trees; no

houses at flood prone areas; seminars and capacity building

activities

Motorcycle accident Wearing of helmet, installation of traffic signs

It was further explained that prevention and mitigation measures could be structural: installation of sidewalk,

humps, early warning signs, and concreting of houses or non-structural: advocacy, resolutions, and policies.


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Session 3: Resilience

The Choral Singing and Speech Choir

As an introduction, resilience was defined as the ability or the capacity

to cope or resists. To work on understanding resilience better, Ms.

Lulut distributed pieces of paper to the participants. They were

instructed to play the role of a child and to reflect on their internal

strengths, beliefs, and principles. Individually, they were to complete

the 4 phrases given as a guide in the reflection process as follows;

Ako ay …

Aduna akoy … (these are external resources or surroundings)

Kaya nakong … (these are his/her own capacities)

Gusto nako or plano nako … (what he/she wanted to happen)

They were given time to individually complete the phrases. Afterwards,

they were grouped into two for the consolidation of individual

reflections. They combined all their answers to form a paragraph and

they were instructed to present their output through a choral singing

and a speech choir. The following were the groups‟ outputs:

A song to the tune of Asin

Kaming mga batang Pilipino na

mabait, malakas, masunurin,

matalino, masipag, matulungin at

higit sa lahat naniniwala sa Dios.

Chorus:

Mayroon kaming mga magulang na

nag-aaruga at nagmamahal sa amin

at mga kaibigang maaasahan sa

kagipitan.

Kaya naming pagsilbihan ang aming

mga magulang, ipagmalaki ang

kanilang pangarap, tumulong sa

kapwa at gawaing pambata.

Gusto naming makatapos sa aming

pag-aaral upang makatulong sa

aming pamilya at komunidad, at

higit sa lahat makilahok sa mga

bagay na nakakaapekto sa amin

upang gumawa ng mga gawang

makabuti sa aming mga pangarap.

Kami ay mga batang responsible

dahil kami ay matulungin,

masunurin, at masipag.

Ipinanganak na mataba, malusog,

matatag, at masayahin.

Mapagmahal sa sariling kapwa at

higit sa lahat may paniniwala at

takot sa Dios.

Kami ay mayroong pamilya na

matatag at mapagmahal na handang

tumulong dahil sila ay mababait.

Kaya naming makilahok at

makipagtulungan sa gawaing pang-

bata. Manindigan sa aming

desisyon at ibahagi ang mensahe ng

Dios.

Gusto naming makipag-ugnayan sa

iba‟t-ibang ahensya alang-alang sa

kinabukasan ng mga kapwa

kabataan.

Group 1- Choral Singing Group 2- Speech Choir

Groups in action!


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Reflection on the groups output on sources of resilience of children:

- A child will always will finds means out of a situation;

- Family provides a positive coping mechanism;

- A child has a positive attitude;

- Children are viewed in the positive angle;

- Children has the desire to participate;

- Looks into the internal capacity of a child and build on it;

- Supporting and nurturing environment for the child.

Additional input on resilience;

- The capacity in terms of a child‟s relationship with parents;

- The children‟s capacity on dreaming together;

- Building on what they have as an individual, as a family, or as a community

Module 4: Community Risk Assessment

Session 1: Understanding Community Risk Assessment

The participants were grouped into eight such that there were

three to four members in a group. They were given one minute

to discuss on the question or topic written on the piece of paper

that were distributed in each of the groups. After which, group

members except the chosen facilitator who was tasked to take

note of the discussions of his/her group members transferred to

another group to discuss on the other given questions. Then

again, the assigned facilitators noted the new discussions of the

new batch who have transferred to the station. The process

went on until all of the group members have covered all of the

eight stations to discuss its respective topics. On the 8th station,

they settled to work on the given question as the facilitator also

tried to recall or refer to his/her notes on the discussions of the

other batches. Ideas or answers were written on metacards and

were posted on the board. After which, a reporter was chosen

to read on the answers posted. The following were the output

of the activity;

Why do a community risk assessment? (on white metacard)

- Para masabtan kinsay vulnerable groups

- Para masabtan unsay nahitabo

- To identify resources

- Identify capacity

- Para makapangandam

- To prevent disaster

- Masabtan unsa ang existing hazard

Participants in action…


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What is community risk assessment? (on yellow metacard)

- Community mapping

- Ma identify ang vulnerable groups sa lugar

- Pag-analisar sa area o komunidad

- Identify capacities

- Identify internal resources

- Identify vulnerabilities

- Analyzed risk situation of the community

Why is important to involve community in risk assessment? (on green metacard)

- Community involvement is important for them to identify their needs

- To be able to identify appropriate intervention

- To identify community strengths, capacities, vulnerabilities, and resources

- To come up with plan of action

o Mitigation

o Prevention

o Preparedness

- It is important to involve community in risk assessment because they are vulnerable in times of

calamity/disaster

Why do a community risk assessment? (on white meta card)

- To know the situation or risk of the community

- To know the risk and vulnerability

- Identify the needs

- Identify capacities, strengths, and resources

- Preparedness, mitigation, and prevention

- To reduce risk

- Resilient

Unsa ang mga kinahanglang tan-awon o I consider sa community risk assessment (on blue metacard)

- Internal resources

- Extent of damage

- Existing com structures

- Internal capacities

- Geographical location

- History

- Infrastructure

- Existing capacities of the people

- Exitsing risk

- How to prevent the risk

- Who are vulnerable

- Existing resources

The answers showed a good understanding of the participants on the topic. As a summary, Ms. Lulut just

emphasized that community risk assessment is a participatory process.


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Session 2: The Community Risk Assessment Tools

After which, the participants were asked to go to their original four

groups. They were tasked to practice on the different tools of doing

community assessment. The four tools assigned to the four groups were

community hazard and resource mapping, seasonal calendar the child way,

disaster timeline, and the organization in my place. As they went over the

tools, the groups were to work on an imaginary community to assess and

tried to practice the actual facilitation on the field. They were given

enough time to complete the whole process as they work their way until

the day ended. Since the different groups have different pacing, the closing

of the day with a prayer was done per group. At 7:00 pm, all of the groups

were done with their assignment.

Going through the assessment

tools.


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Day Three



Recapitulation of Previous Day‟s Activity

Presentation on the Workshop Output of Community Assessment Tools

The Community Exposure

Day Three Proceedings


Another blissful morning started the day‟s activity with the singing of One Way

Jesus and Heal Our Land led by Mr. Joseph Lamoste.

The days‟ biblical reflection was taken from Genesis 41:34-36 which talks about

the steps to be taken to prepare for the seven years of famine in the land of

Egypt. Ms. Nora Bejoc from Haven 2 facilitated the session. Captured

reflections of the participants can be found in Annex A. The session ended

with a prayer led by Ms. Lala Opon.

Recapitulation of Previous Day’s Activity

To start with recap of the previous day‟s event, the participants were asked to

form a big circle. A pentel pen, a roll of masking tape, and a bottle of glue were

passed around the circle when music was played in the background. When the

music will stop, participants holding the pentel pen, masking tape, and the glue

will have to share to the big group his/her learning, feelings, and clarifications

respectively. A documentation of points shared can be found in Annex C.

Presentation on the Workshop Output of Community Assessment Tools

Before going to the main activities of the day, Ms. Lulut introduced again another energizer the participants can use

during facilitation of activities for children. It was a game where the IT will have to ask a question and participants

with yes for an answer will move across the circle and find a vacant place while those with no for an answer will

just remain in their place. The group had an enjoyable time playing the game.

After which, Ms. Lulut went over the schedules of the day which were presentation of activity output (assessment

tools), meet with the group and agree assignments during the actual community assessment, travel to Loboc for

the community assessment, and the debriefing.

Preliminary activities.


28

Immediately, the group reporting followed. Highlights of the report are as follows;

Disaster Timeline

- It is important to take note of disasters experienced in the community in order to be able to see which

ones were recurring and for the community to realize its importance and to reflect upon it.

- The tool will get information on the effects of the identified disaster to the children and the community.

- The tool will also gather information as to the response done by the Local Government Unit (LGU),

Non-Government Organizations (NGO), and the community at the time of the recalled disaster.

- When running the tool with elders, facilitators can use metacards and help those who cannot write.

- If the process would allow, it is also significant to get data on the number of groups or purok affected to

see if figures are increasing to inform also during the analysis of the data gathered.

Community Hazard and Resource Mapping

- The tool identified areas that are dangerous and slightly dangerous in order to recognize accident-prone

areas.

- Data on malnourished children can also be gathered during the assessment.

- The manila paper or the first layer mapped out the basic data in the community and the plastic overlay

holds data that are not permanent. More overlays can be produced to accommodate more data.

- Information related to children can also be gathered and be added in the map.

The Organization in my Place

- The tool will identify organizations that can be tapped before, during, and after a disaster.

- The dimensions of the circle represent the resources and the capacity of the organization while its

location in the diagram represents its actual distance from the community.

- The tool is the same as the Stakeholders‟ Analysis but is more clear and suggestive in its presentation.

Seasonal Calendar for Children and Adult

- The purpose of the tool is to know the seasonal changes and related hazards, diseases, and activities

occurring in the community.

- Dialogues boxes are also included to get the perception and culture of the community people.

Reporting session.


29

To summarize the sharing of the group on the different assessment tools, Ms. Lulut emphasized that in doing

assessment, it is important to get the perception of the people. Annex 1 in the community risk assessment guide

gives some guide questions that would lead in getting the views of the people and obtain the right information

needed. Based on the pilot run of some tools, involvement of children has been proven significant because little

concerns important to them which maybe insignificant to adults surfaced out. In doing assessment, one tool may

not be enough to get the picture of the community. Choosing of the tool to use depends upon the judgment of

the facilitator; his/her capacity to conduct the process, the kind that can probe more on the data needed, and of

the appropriateness of the participants. Nevertheless, it was given emphasis that involving the community in the

processes is likewise building their capacities for empowerment. Moreover, according to Ms. Lulut, the whole

process from preparation, to gathering, to consolidation, and to planning would take at least 3 days.

After the short discussion, instructions for the actual assessment were given. All the four tools will be run for the

adult groups while only the seasonal calendar and the community mapping will be run for the children. As such,

the “seasonal calendar” and the “community mapping” groups split into two for the adult and the children. The

rest of the “disaster timeline” and “organization in my place” group members distributed themselves to the other

groups. After which, they went to their respective groupings to discuss how they will go about the process, to

agree among them who will facilitate and document the assessment, and to work on other preparations. Before

breaking up, the groups were reminded that the information gathered will be given back to the community such

that as part of the learning process it will be consolidated the following day and recommendations will be also be

formulated.

The Community Exposure

The groups had an early lunch to be able to prepare and travel earlier for Oy, one of the partner community of

BCCAP in the municipality of Loboc. At around 12:30 pm, the group set off for Oy, Loboc. Since the community

people were not around upon the arrival of the training group, the latter settled and waited at the Barangay Hall

area while coordinators of the community exposure checked with community leaders for the expected group of

elders and children. There seems to be a problem with the communications given as the expected group of

children were not around. With efforts of the community leaders to gather the needed number of children, the

assessment process started a few hours later than as scheduled. Accordingly, six groups respectively went through

the different community assessment tools; 2 groups for the children and 4 groups for the adult.

Generally, all the assessment processes started off with a prayer and a short “getting to know you” session to set

the mood of the participants. Unfreezers were introduced especially to the children‟s group in order to set a

friendly atmosphere. The children‟s group conducted their assessment at the two rooms in Tambis Elementary

School while the 4 groups of the elders did their assessment at the Barangay Hall areas. After a few hours of going

through the processes, the presentation and reporting of outputs followed which was facilitated by Mr. Bonifacio

Calapan. The presentation started off with a short background on the DRRM law. After which, each of the output

were presented per group. Before closing the activity with a prayer, Captain Bert Biloy gave a short message and

grabbed the opportunity to thank WV for being a constant advocate to the welfare of the children in his barangay.

Output of the assessment can be found in Annex D.

Despite delays in schedules, the training participants were able to conduct the assessment processes successfully as

expected. At around 4:30 pm, the group set off back for Tagbilaran. The scheduled debriefing to end the day was

agreed to be moved the following day.


30

Day Four

The community experience.


31



Debriefing of Previous Day‟s Activity

Identifying Different Hazards, Vulnerabilities, and Capacities of Children and Community in Oy, Loboc

Paint Me a Picture

Prioritization of Identified Hazards

Identifying Disaster Risk Reduction Options

Action Planning

Evaluation

Day Four Proceedings


The singing of One Way Jesus and Lead Me Lord rightfully opened the day

and was followed shortly with a saying of a prayer. After which, the group

reflected on the bible verse taken from Genesis 9:12-16 which talks about

the rainbow that represents God‟s covenant. Shared reflections can be

found in Annex H. The short reflection on God‟s word ended with a

prayer.

Debriefing of Previous Day’s Activity

Before the day‟s schedule proceeded, the group sang and danced the song

Leronleron Sinta at Ako‟y Buhay in order to be energized. After which,

the group was divided into four for the recap which was done as a

debriefing process also for the previous day‟s community exposure.

The process adopted was the ORID (Observation, Reaction, Intellect, and

Decision), one of the methods used in facilitation. Ms. Lulut then gave a

brief explanation and input on facilitation. As explained, facilitators must

know the kind of participants he/she has. The ORID framework would

allow and see to it that the different kinds of participants either the “visual”

or the “feeling” are able to express how they felt and satisfy each of their

own way of learning during the training process. Using of pictures in

facilitation was likewise explained as a way of exploring the thoughts and

feelings of participants using the visual senses.

To continue, the groups were assigned to two different tasks. Group 1and

2 were asked to fill-in the prepared chart on what they saw and felt during

the activity and also to post pictures available putting on captions that are

reflective on how and what happened during community exposure.

Meanwhile, groups 3 and 4 filled in the blanks of prepared sentences to

complete a story expressing what they observe and what they can

Day 4 preliminary activities.


32

recommend to better improve the activity. After completing the tasks, the groups were given the chance to walk

around and go over the works of the other groups.

After the debriefing, another energizer game was introduced; the Bahay, Bata, and Bagyo where the participants

enjoyed. As shared during the processing, they felt secured inside the house when they played the bata role and

likewise felt apprehensive and worried upon finding complete partners when bagyo was called out.

Identifying Different Hazards, Vulnerabilities, and Capacities of Children and

Community in Oy, Loboc

After the community assessment, groups were then ready to collate and

analyze the data gathered using the vulnerability and capacity framework.

Before proceeding, Ms. Lerma made a short review on the concepts of

vulnerability and capacity. After which, the groups were made to view

closely the works of the other groups through a gallery walk.

Situations depicting vulnerability;

- A child does not know where to go

- A perception among the elders that even with efforts of tree planting, disaster will still come and people

will die if it is what the Lord wanted to happen

- Community location maybe in a low-lying area

Situations depicting capacity;

- Children are taught how to swim

- Tree-planting activity

Shortly after, they went to their groupings during

the assessment and worked on collating the data

gathered. Using meta cards, they filled in the

matrix for Collation and Analysis. Per hazard

recognized, they identified key area of inquiry and

vulnerabilities and capacities there is to key

elements; children (boys and girls), adult (women

and men), people with disabilities (PWDs), elderly,

and the community. Output of data collated can

be found in Annex E.

Further explanations and clarifications;

Ms. Lerma facilitating the session

Groups busy working on collating the data gathered.


33

- key areas of inquiry were the questions asked in the field;

- there is risk when one is vulnerable, ex. Malnutrition is a risk when one do not know about nutritious

food and a child is at risk of not being able to go to school because the family has no income;

- vulnerability talks about the condition and the location with points of reference to the elements at risk

(children, women and men, PWDs, elderly, and the community;

- capacity is what the people and the community has;

- during assessment, perception of the community should come out through probing and facilitation of

facilitators;

- Annex 1 of the module, Sample Community Risk Assessment Design gives a guide questions to probe on

the perception of the community and to get data on the material/physical aspect, social and organizational

aspect, and of the motivations and attitudes of the community. Annex 1 serves as a guide and additional

questions may be used to better probe on data needed.

- Data gathered will be the points to be emphasized in the development of project proposal objectives that

may discuss not only on the structural aspect but as well as of the attitudes of the community which can

further be addressed and considered in the intervention given.

Limitations of the analysis;

- being not a resident in the community, the groups will just make analysis on what could possible happen

to be able to fill in the needed data in the matrix used;

Lessons learned from the community exposure;

- If annex 1 of the module was used, areas of concern would have been probed better;

- Questions and areas of concern should be laid down and well prepared before going to the field.

After the insightful discussions, the group were asked to consolidate the result of the adult and the children. The

participants were informed that outputs could be presented in a creative manner especially when dealing with

children.

Paint Me a Picture

The participants were again asked by Ms. Lulut to go the three groupings as they were to portray the “beginning”

scenario which caused the disasters portrayed the previous days. Before proceeding, Ms. Lulut again gave another

input on methods of facilitation that is the Beginning, Middle, and End of a Story.

Again, the group members had a good time figuring out how they were to portray the scene. The same process

went on as the groups were to paint a picture and freeze while other groups tried to guess what happened on the

scene. Afterwards, the presenting group were to make a dialogue on their presentation. Below is a summarized

output of the depiction.

Hazard The Beginning of the Story


34

Motorcycle Accident - Over-speeding driver

- Texting while driving

- Overloading of vehicle

- Pedestrian crossing from various areas of he

street

Bagyo - Cutting of trees

- Throwing of garbages

Flood - Cutting of trees

Prioritization of Identified Hazards

To go through and experience the whole assessment process, the

activity went on with the prioritization of the identified hazards in

the community of Oy. With facilitation from Ms. Lulut, the groups

were to prioritize using the Ten Seeds Tool. Three priority hazards

were subject for the prioritization as these were also the top three

hazards identified by the Oy community during the presentation.

Results shows that El Nino comes first followed by Bagyo and next

is La Nina. Ratings obtained were 24, 15, and 9 respectively. A

detailed account of the prioritization result in table can be found in

Annex F.

Inputs shared when facilitating prioritization of the assessment results;

- When making a prioritization, the Ten Seeds Tool is a workable way to work in the community. To do

the “Ten Seeds”, the group were to rate the hazard according to the element asked from a range of one

to ten. Seeds or similar objects will be used to represent the agreed rating.

- Results of the adult and children may either be mixed or separated depending on what would be

workable with the situation as long as children‟s assessment will be given consideration;

- Review of documents may be used to check with results of the assessment. As such, secondary data must

be ready at hand before doing the assessment in the community;

Identifying Disaster Risk Reduction Options

After going through the prioritization process, Ms. Lulut asked again the respective groupings to portray a picture

depicting the DRRM options they were to recommend for the identified hazard of Oy. The same process was

used as in the previous presentations. Summarized below is an output of their presentation;

Prioritizing using the Ten Seeds Tool


35

Hazard Picture Portrayed Explanation

Bagyo

- community orientation

- pruning of trees

- properly constructing houses

El Nino

- planting of trees to retain water

- planting of root crops which can

withstand the dry season

- information dissemination

La Nina

- cleaning of canals to prevent

flooding

- cleaning of the surroundings

- segregation of wastes

Then again, the participants as would-be facilitators in their respective ADPs were reminded by Ms. Lulut that

presentation of outputs the “Paint Me A Picture” way is a good way of engaging the children in the workshops.

For a better understanding Ms. Lulut again reviewed on the meaning of prevention, mitigation, and preparedness as

such; prevention is a measure to prevent the disaster from happening, mitigation is a measure to lessen the degree

and impact of the disaster, while preparedness is a measure put in place to address when disaster will really

happen.


36

The group break for lunch at 12:30 pm. Since the activities were ahead of schedules, the group has agreed to

extend hours in the afternoon in order to cover the remaining sessions scheduled the next day and end the

training consequently.

Action Planning

The activity resumed at 1:45 pm with an energizer: In and out the dancing blue bird.

Before proceeding with the next session, Ms. Lulut asked the group if they have any clarifications regarding the

DRRM measures. Further examples were given for better understanding on the terminologies;

Hazard:

Bagyo

Prevention:

To relocate as housing is located in a low-lying area prone to flooding

Mitigation:

Construction of strong houses

If cannot relocate to other areas, construction of high columns to elevate the house

Preparedness:

Storing of food

Keeping of boats that will be used during flooding

Availability of basic resources to use during disaster

To complete the whole process, the participants formulated plans

for the identified hazards of Oy. Participants again break into

groups to make the plans using a ready matrix. To facilitate the

activity, meta cards were used and posted on manila papers.

Outputs were showcased on the floor for the “gallery walk”

conducted after. During the gallery walk, other groups were

asked to give comments to improve the plans. During the

plenary, Ms. Lulut reminded each one that plans should be child-

focused; addressing the concerns of the children, raising their

capacities, and involving them in the processes. The participants

were also made to consider whether internal resources were

first tapped and that measures were taken into consideration to mitigate impacts of disaster. Output of the

planning can be found in Annex G.

Another energizer game was introduced to keep the energy level of the participants: “What is true for me is true

for you.” As a tip, the participants were informed that this type of game could also be useful for facilitators to see

what needs to be improved.

Since the training has already covered all the modules, Ms. Lulut asked the participants whether they have some

areas to clarify. The following concerns were raised:

- somebody acknowledged that she should go over the manuals provided and be familiar with it;

Prioritizing using the Ten Seeds Tool


37

- not confident yet with the learning obtained in the training as it cannot be contained in just one setting

however the participants were reminded that the LGU in the area were already trained and can support

in the effort of implementing DRRM in the community;

- some were apprehensive that LGU might have a different approach in the DRRM but they were assured

by the facilitator that there is not much differences in the approach. Further, the DRRM law passed

would always serve as a reference and could make partnership efforts possible in the area. They were

advised that they can initiate to conduct a related activity inviting the LGU and see what steps can be

worked out. Likewise, Ms. Lulut has expressed her willingness to support if the same training will be

scheduled.

After having no more concerns raised, the activity proceeded with

the team planning per PO. Next steps were identified to ensure

formulation ADP DRRM plans and its integration in the ADP

program which is one of the important purpose of the training.

The team planning ended at around 5:30 pm. A short video

presentation covering the training process was shown courtesy of

Mr. Jay Mijares, a staff from the Communication department of WV

who joined in the training. After which, the Bohol ADP was

reminded and made in charge of finalizing and giving back to Oy,

Loboc the data gathered by the team.

Evaluation

To draw out comments to evaluate the whole training process, Tool 35 was

used. Participants were asked to form a big circle as sheets of papers were

distributed. They were instructed to take two sheets of color coded

papers. On the yellow paper, they were to write the most important

learning they have gained from the training while on the white paper, they

were to write the area they wanted most to improve if same activity will be

conducted. Areas to evaluate will be the venue, facilitators, methodology,

and may cover also personal concerns. After which, they were asked to

walk around the room to switch the two papers with another person.

When the facilitator would say “stop”, they will have to stop switching

papers and to rate each of the evaluations from 1-7 depending on how

important to them the concern was. Then again, they will have to switch

papers until the facilitator would again say stop. The process went on until

5 rounds of rating have been conducted. After, they were instructed to sum

up the ratings. With five rounds of rating, the highest rate that could

possibly be obtained would be 35. Then, they were asked to form a line

starting from the yellow paper that obtained the highest score. Randomly,

few learning from the ones that scored high and those at the middle were

read aloud. As explained, the individual evaluation has become the most significant learning of the group since in

the process of switching papers, the group were given the chance to rate the learning. Accordingly, the same

Team planning

The evaluation process.


38

procedure was followed for the white paper. This time, all the white papers were read giving a general comment

of improving one‟s facilitation skills. A detailed documentation of each of the evaluation can be found in Annex H.

Closing

A group picture taking beneath the activity banner

followed. After which, Ms. Lulut took the

opportunity to thank everyone involved in making

the activity possible: the Bohol team for hosting the

training, everybody‟s participation and seen passion

to go through the training, and Ms. Lerma for co-

facilitating the training. Before finally ending, Ms.

Lulut advised the group to pilot just one

community and to start to replicate to other

communities only when the whole cycle has been

completed in the pilot area. Further, they were

advised to think of the 20-80 principle which is

working at 20% and gaining an 80% impact. She has

informed the group to communicate to her when

her support is needed.

At around 6:00 in the evening, the training ended solemnly as they hold hands together. Symbolically, they put

their hand at mid-length taking the courage to face the challenge of implementing the CF DRR in their respective

communities, at the bottom for making the effort in building with the people and partners a resilient community,

and at the top level imploring for the Lord‟s constant guidance and motivation in doing all the works. Again, they

move their hands at mid-length and let go of their bonding inspiringly saying the words “forward we go.”

Together they took the challenge and forward they go!


39

Annexes

Annex A - Biblical Reflections

Day 1

The thought of the sharing was captured as follows;

Group B sharing C sharing

1 1. Naay family nga luoy kay ang mother

namatay;

2. The children took the big role kay

ang father nasakit;

3. Mitabang ang mga silingan.

Nay mga bata nga wala nila ma enjoy

ang ilang rights.

2 1. Pamilya nga naay pagkabingkil;

2. Naguba nag relasyon

3. Magkaaway na sila.

Broken relationship because of

unsettled issue.

3 1. Bata gihikawayan sa pag-apilapil;

2. Gibadlong sa oyoan;

3. Wala natagaan og opportunidad.

Ang kultura dako ug influence sa

pagpadako sa bata.

4 1. May isang bata nanirahan malapit sa

bahay ng nagshare;

2. Lumaki na naghirap; walang toys,

food ant pahingihingi sa mga

kapitbahay;

3. Nabago ang buhay dahil inampon ng

isang mayaman.

Ang Ginoo motan-aw sa bata nga inapi

ug mohatag ug opportunity sa mga

naglisod.

5 1. Naay bata willing mo participate;

2. Ang parents nagpugong sa

pagparticipate;

3. Wala ma develop ang knowledge and

skills sa bata.

Do not forbid the rights of children.

6 1. Naay bata nga gusto mo seminar;

2. Ang parents mobabag;

3. Ang bata wala mamati ug niapil jud sa

seminar kay gusto makamao.

Bata nga moapil gyud sa tigum.

A participant who was late for the group sharing also gave her reflection on the verse telling the group that the

mind of a child is like a clean sheet of paper where marks are readily absorbed and permanently printed.

Similarly, the environment of the child greatly affects his/her future as he/she absorbs both the negative and the

positive things going in his/her environment.

D was not ready then to share to the big group.

Day 2

Summary of the Reflections

The Lord chose Noah to build the ark because he was righteous, just, and perfect. He obeyed the Lord

and despite the mockery of the people around, he continued to do what the Lord commanded him to do.

In order to survive for the great flood, Noah and his men made preparations. Before the flood, Noah

made the ark, gathered the animals and secured his family inside it, and prepared food too. During the


40

flood, Noah fed the animals and the people. He let the crow and the dove check whether the land was

already dry. After the flood, he offered sacrifice to the Lord.

In the making of the ark, the people did not believe, mocked Noah and regretted in the end. The same

attitude could be true with the assisted community people in the ADP as they would only participate

when they see that the result is good- to see is to believe attitude.

Day Three

Reflections

Genesis 41:34-36

- One should be prepared and at the same time steward over God‟s resources.

- The people had knowledge about the 7 years of famine such that they were able to prepare to mitigate

the impact of the famine. Likewise, being aware that Philippines is prone to disaster being under the

Pacific ring of Fire, people should make measures to mitigate and to prepare for its disastrous impact.

- In terms of preparation, the coop can rightfully come in. Setting aside even a peso a day can already be a

great help in times of difficulty.

- To take the opportunity to move while WV is still around so the organization will sustain even after

financial support phases out.

- There should be application of the training at home. Kids should be taught of the basics on disaster

preparedness since not at all times that we are with them.

- CF DRR is all about safety consciousness that we can build with kids.

Day Four

Reflections

- To make a covenant during the training for the implementation of CF DRRM in the ADP even with only a

pilot area;

- To make a covenant with God in the works in order to lessen risks;

- Noah did everything as God has commanded him even without compensation just as the volunteer works

one does in the ADP.


41

Annex B – Expectations and House Rules Content

1. Strategies of CF DRR

2. How to integrate CF DRR in the ADP Plan

3. Why CF DRR? What‟s the rationale?

4. Intervention of Disaster Risk

5. Best practice of Cf DRR

6. Sustainability of CF DRR if there is

Methodologies

1. Workshops (2)

2. Games (2)

3. Community Exposure (2)

4. SLE‟s (2)

5. Sharing of Experiences (2)

6. Lecture/Inputs (2)

7. Simulation (1)

Participants/Facilitators

Participants

1. Facilitators during simulation

2. Friendship

3. Open-minded

4. On time

5. To be provided with handouts/materials

Facilitators

1. Jolly

2. Approachable

3. Clear explanation

4. Not fast

5. Well explained CF DRR

6. Visayan context

7. Sensitive to the needs of participants

8. Share real life experiences/situation

House Rules

1. Starts and end on time (starts at 8:00 am)

2. Cellphone in silent mode

3. Maximum participation

4. No cutting classes


42

5. Time for relaxation

6. No sleeping during session

7. Each group‟s roles

a. Biblical reflection

b. energizers


43

Annex C – Shared Learning during the Recapitulations Day Two

Question #1 – Who are the most vulnerable during disaster?

Answer given – Children, Elderly, and women

Question # 2 – Why is CF DRR important to World Vision (WV)?

Answer given – In order to make preparations to reduce the risk of the children during disasters

thus, giving them protection as WV works in 90% of the poorest communities in the world.

Question # 3 – What are the 3 major thrust of WV in which DRR must be integrated?

Answer given – Advocacy, relief, and development.

Question # 4 – Why is there a need to integrate CF DRR in WV‟s activities?

Answer given – In order to create a safe environment for children, pre-empt avoidable disasters,

reduce risks, and build resilience

Day Three

Learnings (pentel pen)

- Learned about the definition of hazard, vulnerabilities, and disaster;

- It is important to identify the type of hazard there is in order to know the appropriate intervention to

make;

- One has to be prepared to in going to the area to facilitate community assessment;

- Learned how to make an art installation;

- As a trusted leader of the ADP, one has to be well-informed of the risks and possible disaster there is in

the community a and must have a good disposition and be always prepared in times of disaster to be able

to respond and implement what has been learned.

Feelings (masking tape)

- Happy because of many learning gained;

- Enjoyed in the games;

- There is joy in the heart and excited to implement DRRM in the barangays;

- Happy and challenged to do the implementation.

Clarifications (glue)

- none


44

Annex D – Oy Assessment Output

Oy Disaster Timeline- Elders‟ Group

Year Disaster Effect Response

Community Children Community NGO LGU Municipal

2011 - La Nina Masakit ang mga

kahayopan

Gutom

Sakit sa kabataan

2010 - El Nino Mangamatay ang

mga tanom

Madaut ang

tanom

Mangamatay ang

mga hayop

Masakit niwang

Way ligo

Pinaagi sa World

Vision, gihatagan

mi ug tubig

mainom kauban

sa downy 1

banlaw nga

pinaagi sa

unsaon

pagdaginot sa

tubig

Naghatag ug

tubig par

magamit sa

panimalay

Maghatag ug

bugas ang

DSWD

LGU nagdeliver

ug tubig imnon

LGU nagtabang,

naghatag ug

bugas ug

naghatag ug

tubig

Sigi ug kubkub

pangita ug tubig

2009 May – El

Nino

Lisod sa tubig

Gutom

Adto manglaba

sa suba

Gutom, k ulang

ang bata sa

pagkaon sama sa

utan

2004 - Lite Nangapongot

ang lube

Nihatag ug

coconut

seedlings ang

department sa

Agricultura para

sa paghulip sa

pagtanom

1998 April 5-

Balay Nasunog

Walay kapuy-an,

walay biste,

walay maka-on

Walay puy-anan

ug sinina ikasuot

Daghang

nadawat nga mga

hinabang nga

mga bisti ug

pagkaon

Nakadawat ug


45

Wala nay

kaugalingong

panimalay

cash nga Php500

gikan sa barangay

council

1990 – Bagyo

Super Ruping

Mangaguba ang

balay

Madaot tanom

Nangamatay ang

mga binuhi nga

kahayupan

Nanglupad ang

mga atop nga sin

Nagkalibanga

ang mga bata

Nagkahiusa ang

mga katawhan sa

paglimpyo sa

mga dalan nga

daghan nga mga

natumba:kahoy

Nagtinabangay

pag-ayo sa

kapilya

Nagtnabangay

ang pamilya sa

pagconstrak sa

mga balay

Naghatag ug

bato ug grabas

para sa naguba

nga dalan

1984 – Bagyo

Nitang

Naglisod, wala

makaani ang mga

kabasakan

Nadaot ang

humay

Nangasakit ang

mga hayop ug

nangamatay

Naguba ang mga

kadalanan

Nangatumba ang

mga kalubihan


46

Organizations In My Place – Elders‟ Group


47

Community Mapping – Elders‟ Group


48

Seasonal Calendar – Children‟s Group


49

Annex E – Oy Data Collation and Analysis Hazards Key Areas of Inquiry Children

Vulnerabilities Capacities

Open water container in

school CRs which is prone

to dengue

- Physical (water and

sanitation)

- Perception (problems of

children and the

community)

- Sexual abuse

- Mahulog sa atabay

- Waterborne diseases

and diarrhea, dengue

- Awareness of the

danger

- Familiarity of the place

- Swimming skill

- Awareness of the health

services of the

community

- Presence of first aid

teacher in school

Blind curve without traffic

signs

Physical ( safe and

dangerous places inside

the house, roads, common

places in the community)

Accident/injuries - Presence of pedestrian

lane

- Awareness of children

from their parents on

how to cross the

highway

- Presence of tanods that

guide the children in

crossing the highway

Lugsungon nga kalsada Perception (description of

well being of a child and

the family)

Injuries, URTI, Blindness - Barangay

ordinance on

designated place

para sa

pagpaboto

- Awareness of

parents/children

in the bad effects

of using

firecrackers

Adult

Hazard Key Area of

Inquiry

Vulnerabilities Capacities

Adults Children Community Adults Children Community

Bagyo/

Flood

Kaingin/pagpam

utol sa mga

kahoy

Kakulanga

n sa

pagkaon

Kakulanga

n sa

pagkaon

Kakulangan sa

pagkaon

Naapektuhan

panginabuhian

Bayanihan

system in

the

community

Tree

planting of

BCA‟s

Availability of NIA

in the area

Availability of

support

NGO/PO(BCCAP)

in the area and

government

organization

El Nino Pagsunog sa

mga basura nga

non-

malnutriti

on

Nangamatay

ang mga

tanom

Organizerd

children‟s

association

Access to MFIs

and Coop


50

biodegradable

(plastic, goma)

La

Nina

Climate

changes

Walay insakto

nga segregasyon

sa basura

Lack of

knowledg

e on

proper

waste

manageme

nt

Nagkasaki

t ang mga

kabataan

Lack of

knowledg

e on

proper

waste

manageme

nt

Nangamatay

ang mga

binuhi nga

hayop

Kulang pa sa

pagpasabot o

hugot na

pagdumala sa

proper waste

segregation

Organizerd

children‟s

association

Access to MFIs

and Coop

Knowledge

on the

existing

NGOs/POs

in the area

Access financial aid

from the

congressman

Liti Nangaguba

ang mga

buildings/hou

sing


51

Annex F – Prioritization Output Prioritization using Ten Seeds Tool

Hazard Impact Frequency Probability Severity History Total

Children Families Properties

/Livelihoo

d

Communi

ty

Facilities

Bagyo 3 2 5 2 3 15

La Nina 2 2 1 1 3 9

El Nino 5 5 4 6 4 24

Dugwell 4

Highway 4

Paboto 1


52

Annex G – DRRM Planning Output for Oy El Nino Plan

Objective Activities Time

Frame

Resources

Needed

Resources

available

from the

group and

community

Support/assistance

needed

Person/committee

responsible

To reduce

the effects

of water

and food

shortage

that

brought by

El Nino

Tree planting

Root crops

planting

June, July,

August

Summer

time

Seedlings

Planting

materials

Planting

materials

and

seedlinds

Technical support

MAO

LGU

DENR

BDRRMC

Enhance

the

community

capacity to

manage the

effects of El

Nino

BDRRM

Committee

meeting and

planning

Awareness

raising on

common

illnesses

during El

Nino

Awareness

on fire

prevention

quarterly

Primer,

posters,

resource

person

Organized

BDRRMC

To ensure

continues

supply of

water

during

drought

Water

feasibility

Construction

of reservoir

and water

pump

One year

Construction

materials,

labor

Water site Technical

support/Engr BDRRMC

Comments posted by the other groups during the gallery walk:

1. On activity BDRRM Committee meeting and planning – BDRRM may also need capacity building

2. On activities of Enhance the community capacity to manage the effects of El Nino – add activity setting up

water catchment or water collectors

3. On activity Water feasibility – water sources mapping

4. General comment on the plan – Is this plan child-focused? How? Why?


53

Flooding Plan

Objective Activities Time Frame Resources

Needed

Resources

available

from the

group and

community

Support/assistance

needed

Person/committee

responsible

To reduce

the

vulnerability

of crops in

low lying

areas to

flooding

Dredging of

canals

Planting of

crops with high

resistance to

water

Planting of

bamboos along

river banks or

canals

Bi-ann ual

Whole year

round (rainy

season is

unpredictable)

Bi-annual

Backhoe

Shovel/iron

bar

Planting

materials

Bamboo

sucks/buds

Presence

of gov‟t

and NGOs

Planting

areas,

knowledge,

and

manpower

Manpower,

presence

of

organized

group

Technical

assistance from

municipal

engineers MPDO

Technical

assistance from

MAO

Technical

assistance from

CENRO/DENR

BLGU

BLGU,

community, MAO

BLGU,

community,

CENRO/DENR

Increase

resiliency of

families

during

disaster

(flooding)

Organize

COMSCA

group –

COMSCA

principle

income-

savings=expense

Annual

COMSCA

Box

Pass book

Presence

of income

generating

activities

Capacity building

Value formation

activities

BLGU,

community

Reduce

malnutrition

among

children

during

disaster

Engage families

to different

livelihood

activities

PD Hearth

session

Bi-annual

Whole year

Raw

materials

Raw

materials

Technical

assistance from

DTI and TESDA

BLGU,

community, DTI

and TESDA


1. On objective Increase resiliency of families during disaster (flooding) – what if COMSCA will not work?

2. On objective Reduce malnutrition among children during disaster – Capacity building to parents – respond

malnutrition

3. On activity Dredging of canals – what if there‟s no existing canal?

4. On activity Organize COMSCA group – COMSCA principle income-savings=expense – establish early warning

device, formulate evacuate strategy/system by community people

5. On activity PD Hearth session – PD Hearth during disaster?

6. General comment - Is this plan child-focused? How? Why?


54

Typhoon Plan

Objective Activities Time

Frame

Resources

Needed

Resources

available

from the

group and

community

Support/assistance

needed

Person/committee

responsible

To increase

awareness

of families

and

communities

on the

effects of

typhoon to

their

properties,

lives, and

livelihood

Conduct DRR

orientation

on

prevention,

mitigation,

and

preparedness

Every

quarter

Manpower

(trainers,

community

people)

Financial

resources

(food and

snacks)

Materials and

supplies

Venue

Snacks

Sound sytem

Technical support:

resource person

Budget for food

and materials

MDRRMC,

MDRRMO,

BDRRMC

To reduce

the

possibility of

destroying

houses

House

structure

reinforcement

twice a

year

Manpower

Construction

materials

(lumber, rope,

bamboos,

nails, etc.)

helmet

Construction

materials

(bamboo,

buli, kahoy)

Manpower

Sundang,

gabas

Community

support

(bayanihan)

Households,

barangay council

To preserve

trees and to

avoid

accidents

due to

falling

branches

and

damaging

houses

Trimming of

trees

June and

December

Sundang

Ladder

Rope

Helmet

Sundang,

ladder, rope,

helmet

Community

support

(bayanihan)

Barangay officials,

households

To avoid

cases of

injuries and

losses of

lives

Establishment

of early

warning

system

June 2011 Evacuation

center (school,

church, brgy

hall)

Food supplies,

medicines,

water

Clothing,

bedding

Financial

resources

Manpower

Transportation

Evacuation

center,

manpower

Financial support:

community

participation

Barangay council,

MSWDO, PNP,

DILG, Disaster

Team


55


1. On objective To increase awareness of families and communities on the effects of typhoon to their properties,

lives, and livelihood – increase awareness of families on CFDRR, capacity building of family and community

to respond too.

2. On objective To avoid cases of injuries and losses of lives – consider preparedness plan?

3. On activity House structure reinforcement – still light materials ang gi-reinforce

4. General comment - Is this plan child-focused? How? Why?


56

Annex H - Evaluation Most important learning (yellow)

Enhanced understanding on the different

terminologies of CF DRR

7 5 6 6 6 30

Build resilient community to respond disaster. 5 7 7 7 4 30

The most important learning that I‟ve got is the

application of CF DRR to every daily life

journey…application to my personal family and

in my community most especially for the

integration to ADP detailed plans.

5 7 5 7 6 30

DRR is important specially in integrating it in

our daily living. Through this training,

prevention, preparedness and mitigation in

every simple things that we do will be applied.

5 6 7 4 6 28

- The importance of CF DRR to be integrated

in the ADP plan

- DRR orientation in my own family

7 7 7 3 4 28

Know how to conduct community risk

assessment.

Identified or differentiate vulnerability from

risks.

5 5 6 6 5 27

The most significant learning that I learn in this

CF DRR training os the importance of

prevention, mitigation, and preparedness in

our daily lives.

4 3 5 7 7 26

Ang pinakaimportante nga leksyon nga ako

nakuha ang paghimo ug magcome-up ug activity

nga maging resilient ang mga tawo sa

komunidad (including children) ilabi na kung

anaay taliabot nga mga kalamidad.

7 4 5 3 7 26

Most important lesson I have learned about

community risk reduction.

6 6 6 5 3 26

Be able to know the different methods which

can be used /apply in the area.

4 6 7 5 3 25

Nalaman ko na sa ma hazard man o marisk

man, mayroon magagawa upang ma lessen ito

kung ito ay paghahandaan at…

7 4 3 5 5 24

The most significant learnings are:

Difference between disaster, hazard, &

vulnerability.

Doing the community risk assessment.

6 5 4 4 5 24

Where CF DRR can be integrated in

CWBA/design.

5 5 5 6 2 23

Pinakaimportante nakog nahibaw-an nga

importante diay gyod nga kabalo ka sa

pagdifferentiate sa kinds of hazard aron

mahibawo ka ug unsa imong I apply ug naa na

ang calamity.

5 5 6 4 3 23

Ang pagkahimong balaod sa DRRM 4 6 4 5 4 23

The whys of CF DRR. Why we need to 6 4 5 4 4 23


57

Needs to improve (white paper) Total

Study more Child focused Disaster Risk

Reduction.

7 6 7 7 4 31

Give more time in community

simulation/exposure in order to dig dipper

community situations.

6 5 6 6 7 30

The community assessment should be given

enough time.

7 7 6 3 6 29

Familiarization of the tool.

Enhancement of my facilitation skills for the

5 7 4 6 6 28

implement/integrate CF DRR in our

communities and programming.

From my previous seminar nga akong

naatendnan, may disaster if there is

destruction/damage after a calamity, but today,

I learned that there is a disaster of the coping

ability of an area is beyond its capacity.

5 6 4 4 4 23

Pinakaimportanteng leksyon nga nakuha or

natutunan nako mga meaning or kahulugan sa

CF DRR labi na sa mga Disasters, Hazard, ug

uban pa nga angayng nakong makat-onan.

6 5 4 4 3 22

The most important learning nga akong nakuha

sa mga strategies ug mga tools for

implementation.

4 5 5 5 2 21

“DRR” is everyday life meaning is not just only

happen once a month, once a year but

everyday.

4 4 4 4 5 21

- Pagkuha unsay posibleng risk sa communidad

- Mga tools/pamaagi sa pagkuha ug data sa

disaster

- Balaod sa CF DRR

4 3 4 4 5 20

I learn how to analyze situation through

workshops being done in this training.

4 4 5 3 4 20

The importance of planning and identifying

preventive measures on different

disasters/calamities.

3 4 5 5 - 17

- Strategies on CF DRR and its framework

- Seasonal calendar

3 4 7 2 1 17

4 tools on disaster timeline, organization in my

place, mapping, seasonal

0 5 3 4 4 16

- Processes involved in risk assessment

- Importance of CF DRR integration in

programming

- Facilitation of risk assessment tools

2 3 4 2 4 15

Ang akong kinaimportante nga nahibaw-an

about disaster.

3 2 3 1 3 12

Have to be prepared in terms of disaster. 2 2 2 2 2 10

Para nako importante nako ang tanan nga

lesson.

2 2 1 1 1 7


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implementation purposes.

Facilitation skills-personal 5 7 7 4 5 28

Enough time consolidation of analysis on the

data gathered.

5 4 6 6 6 27

Contextualization of a sample. 7 5 6 4 5 27

Gusto nako maimprove ang field practice sa

sunod.

Personal: ang ako skill in facilitating CF DRR na

mas alegreat the same time makateam ang mga

bata sa ako.

6 5 4 4 7 26

Wants to improve the community risk

assessment using the different tools.

6 4 5 5 6 26

Ang gusto nako ma improve ang more

examples aron mahibaw-an gyod ang kalainan

sa vulnerabilities ug risk.

7 7 6 3 3 26

Time during simulation should be whole day

activity with the community people so as to

gather more information

6 3 6 6 4 25

Learn more on facilitation 5 4 5 4 6 24

Improved KAS on handling or facilitating

workshops.

4 5 5 5 5 24

More identification or clarification about the

meaning of vulnerability, risk, hazard.

3 4 3 5 7 22

Facilitation skills in using the tools for risk

assessment.

More time on tools facilitation workshop.

4 5 4 4 5 22

Ang akong capacity to facilitate DRR in the

community.

4 4 5 5 3 21

Field exposure –community

preparedness/availability.

5 4 5 4 2 20

More on refresher, enhancement training pa. 5 4 4 3 3 19

Ang pinakagusto kong maimprove on

enhancement training pa.

3 4 3 4 4 18

Ang pinakagusto nakong I improve pa bahin

gihapon aning CF DRR, gusto pa jug kong

madugangan akong kahibalo bahin aning mga

butanga para naa pa koy daghnag makat-onan.

4 4 4 4 2 18

Time/field 3 4 4 2 5 18

Myself to facilitate 0 6 2 6 4 18

Makakuha gyud og appropriate nga data sa

area.

4 3 4 2 1 14

Need to improve the community assessment 2 3 3 2 3 13

Facilitation of the community risk assessment

in the area.

3 3 3 4 - 13

Dugang pa nga explanation kay medyo makuri

pa ha akon.

4 2 2 2 2 12

Para nako ok ra ang tanan. 2 1 1 1 5 10

I need to read the manuals ahead of the

activity.

1 2 2 4 - 9

Ang gusto nakong ma improve.. 0 1 2 1 2 6


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Annex I - Collections of Child Friendly Games, Songs, and Claps

Introduced during the Training Games

1. Zip Zap Zoom

Mechanics:

When the It would say zip, they will have to name the person on their right, when the It would say zap, they

will have to name the person to their left, and when its zoom, they will have to move across the circle and be

seated to chairs. The one who cannot find a chair will be the next It.

2. Handa naba kayo!

Mechanics:

When the facilitator will say “Handa ka na ba?”, participants will have to transfer to the chair at their right.

When it would be “ Handa na ba kayo?”, they will transfer to the chair at their left. And when it is “Handa na

kami!”, they will have to move across the circle and find a vacated seat. The one who cannot grab a seat will

become the next IT and to facilitate another round of the game.

3. Passing on of clap

Mechanics:

The group were to form a big circle. They will have to pass on the clap they receive from the person standing

right next to him/her. While passing on the clap, they will have to look at the face of the person giving the

clap. Claps may come from both directions: right and left. The facilitator could pass on another clap anytime

to start a new set of moving claps.

Values learned: alertness, presence of mind, people moved at different paces-while others are fast, others

maybe slow for they are still observing and comprehending the process being new to the game.

4. Giaano sa kusog na baha..

Mechanics:

The group were asked to form a big circle. An it is situated in the center of the circle and will facilitate the

game. The one mentioned by the It will move across the circle and find a vacated seat. The one who cannot

grab a seat will become the next It.

The following signals were given :

Giaanod sa kusog nab aha ang tanan nga

…gaputi ug t-shirt!

…tanan nga babaye

…tanan nga nagtsinelas

5. Facilitator asked the participants to move around the room following instructions given and to stop

moving executing what was asked to be done when “freeze” will be called out. The following instructions

may be given;

To move around the room by skipping and freeze with their back at the back of the other person;

To walk around the room and freeze in darna position;

To walk fast around the room and freeze with 2 hands holding other hands;

To walk around the room and freeze with 5 knees attached to each other;


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To walk around the room and freeze forming a big circle;

6. Cockroach, bird, monkey, and human evolution game

Mechanics:

Actions or interpretations were given to identify whether the participant is a cockroach, a bird, a monkey,

or a human. Everybody will start being a cockroach and would evolve to another level until they become

a human. To evolve, they will have to look for other people with the same level as him/her to play “jack

en poy” with. The winning person will evolve to the next level while the losing party will be demoted to

its previous stage. The game will go on until one has evolved into a human.

Processing:

Different feelings were evoked with the activity; happy, enjoyed with the activity, discouraged to have not

evolved, etc..the same is true that there are a lot of challenges faced as one grows and it is just equally

important that our faith in God is present as we deal with it.

7. Aha ahom

Participants were to hold their hands and form a circle. When the facilitator would say..

Aha! - participants will move to the right

Ahom! – move to the left

Yes! – Move forward

No! – move backwards

Maybe – move across the big circle

Facilitator could give different combinations …

8. Mechanics: The participants will form a big circle. The It situated in the center will ask a question

answerable by a yes or a no. Those who have yes for an answer will have to move across the circle and

find a vacant seat. Those with no for an answer will remain in their place. The one who cannot grab a

place will become the new IT. Assorted objects maybe used instead of chairs.

Questions:

Nakatudlo na ba ka sa bata how to pray?

Nakaligo ka na ba sa beach?

Have you been in love?

Na basted ka naba?

Nakaadto naba ka sa merkado?

Nakaadto naba mo sa simbahan?

Nakaligo ba ka karong buntag?

Excited ba ka sa mahitabo karong buntag?

9. “What is true for me is true for you”

Mechanics: The participants will be seated and form a big circle. An IT would stay in the center who will

give the statement stating something true about him/her. If the statement is true for the participants, they

will move across and find another chair. The one who cannot grab a chair will become a new IT and will

have to give another true statement about him/her. The following statements were used…

Naay mga points na mas naklaro nako karon kun maghisgot ug vulnerability.

Sa kadugay nato diri, kapuyan na jud ko.


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Excited nako mokaon ug icecream karong gabii.

Nakab-ot akong gi expect sa whole duration sa training.

Based sa naagian, naa nakoy idea maski isa ka buok unsaon pag-integrate sa CF DRR sa among project.

Songs

1. Every Single cell

Stretching forward, backward, sideward, and upward then sing Ever Single Cell

Every single cell in my body is happy, every single cell in my body is well

I thank you Lord, I felt so great, every single cell in my body is well.

2. Lo lo la lo la lo la lo la le

Lo lo lo la lo la lo la lo la le hey!

Lo lo la lo la lo la lo la le

Lo lo lo la lo la le

Put your right hand in

Put your right hand out

Put your right hand in

And shake it all around

And do a little dancing and turn around

Let us praise the Lord (repeat lo lo la lo..)

Left hand

Right foot

Left foot

Whole bodying

3. Che che gulle

Che che gulle 2x

Che kofista

Kofista langga

Langga te langga

kumbalele

The leader has to perform an action that will be followed by the participants.

4. Leron Leron Sinta

Leron leron sinta, akyat sa papaya

Dala‟y buslo, sisidlan ng bunga

Pagdating sa dulo nabali and sanga

Ayyayay! Humanap ng iba

5. Ako‟y Buhay

Ako‟y buhay hindi patay, hindi tulog, nagpapatuloy 2x

Ako‟y buhay hindi patay

Hindi patay dahil buhay


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Ako‟y buhay hindi patay, hindi tulog nagpapatuloy.

6. In and Out the Dancing Blue Bird

In and out the dancing bluebird 3x

You will be my partner

Tap 3x on my shoulder

Tap 3x on your shoulder

Who will be my partner.

Claps

1. Rain clap

Bigyan isang patak, clap once (repeat 2x)

Bigyan mo pa (2x)

Ang galling-galing nating lahat! And clap many times.

2. Boholano clap

3 claps, 3 stamps of feet, arang ajoha!

3. Cebu clap

3 claps, 3 stamps of feet, pit senor!

4. CCP or social clap

Soft clap with head held up high

5. Lamok clap

Usa ka lamok, clap

Duha ka lamok, clap clap

Tulo ka lamok, clap clap clap

Daghan nga lamok, applause

6. Cebuano clap

3 claps, 3 stamps of feet, very gud!

7. Yes clap

3 claps, yes yes yes!

8. Boom Tarat clap

Singing of boom tarat tarat 2x, tararat 2x, boom 3x!

9. 5 bagsak

5 claps and 5 padyak

10. 2 claps, 2 padyak, 2 claps, and 2 padyaks (or other combinations of 3, 4, etc…)

11. 5 claps with the other partner‟s hands and 5 tadyaks


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Annex J – CF DRR Framework


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Annex K - List of Participants, Facilitators, and Support Staff Name Position

Nimfa Campos BOT Chair

Armando Logaos Econ Chair

Jospeh Lamoste ADP Staff

Benedicto Labor ADP Staff

Juderr Neri ADP Staff

Leonora Bejoc ADP Staff

Catherine Regonas ADP Staff

Ivy Ybanez ADP Staff

Lerma Cotoner WV SRS

Bonifacio Calapan WV PO

Iris Lesigues Wright ADP Staff

Deive Vonnie Monleon ADP Staff

Grecilda Baloro WV PO

Roselli Opon WV PO

Mulaca Baldezciso WV PO

Veronico Urbuda ADP Staff

Allan Valdez ADP Staff

Marco Angeles HR

Marilyn Belleza HR

Pranilou Amorin COMBAT

Editha Evangelista Resource Mob

Sol Ilasan MSWDO

Siony Espina Pre-Elem Teacher

Joyname Cory Alipio ADP Staff

Mary Jade Paitan ADP Staff

Dionarose Gasatan ADP Staff

Manette Lerion WV SRS

Annalyn Matillano DCW

Rosalinda Cuyag BHW

Regine Boiser SK Kagawad

Rebelyn Cuyno BHW

Jay Mijares WV Communication

Noza Ganet Mis

Lydia Valleser

Lulut Mendoza WV DM Specialist

Maria Donesa Autida Activity Documenter


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Annex L - Groupings of Participants Group 1

- Ate Lala

- Benedict

- Devon

- Cathy

- Lec2x

- Len2x

- Mando

Group 2

- Adam

- Allan

- Rebz

- Nora

- Joseph

- Ivy

- Manette

Group 3

- Nimfa Campos

- Grace Baloro

- Lydia Valleser

- Ronie Urbuda

- Juderiz Neri

- Marilyn Vallesa

- Marilou Amorin

Group 4

- Bondix

- Vivian

- Iris

- Angel

- Regine

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