Building Resilience after Disasters through the Youth Leadership Program: The Importance of Community and Academic Partnerships on Youth Outcomes

Osofsky, Howard J.; Osofsky, Joy D.; Hansel, Tonya Cross; Lawrason, Beverly; Speier, Anthony H.

doi:10.1353/cpr.2018.0017

Cited by 24 publications

(43 citation statements)

References 30 publications

(32 reference statements)

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“…When school shuts down for prolonged periods, there can be profound and widespread effects, not just on individuals who are directly affected, but on the whole family, community and economy. This issue was widely noted after Hurricane Katrina, which closed schools in some areas of New Orleans for extended periods (Osofsky et al, 2018). Similarly, safe reopening of schools rapidly became a vital concern in countries around the world during the COVID‐19 pandemic.…”

Section: Influences On How Children Respond To Disastermentioning

confidence: 99%

“…Programs that engage students to lead in school or community recovery appear to have multifaceted salutary effects on recovery after disasters. Students in the Youth Leadership Program implemented in the St. Bernard United School District after Katrina, who were engaged in meaningful recovery projects for their school and community, gained self‐efficacy and showed fewer trauma symptoms over time (Osofsky et al, 2018).…”

Section: Influences On How Children Respond To Disastermentioning

confidence: 99%

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Resilience of children in disasters: A multisystem perspective

2020

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Interest in resilience is surging in research, policy and practice as threats from disasters rise and humanity confronts a global pandemic. This commentary highlights the importance of defining resilience for portability across system levels and disciplines in order to integrate knowledge and prepare adequately for the challenges posed to children and youth by multisystem disasters. A scalable definition of resilience is recommended: The capacity of a dynamic system to adapt successfully to challenges that threaten the function, survival or development of the system. Major determinants of adaptation among young people in the context of disaster are highlighted, including variations in adversity exposure dose, developmental timing, individual differences and the socio‐ecological systems of children's lives that can be mobilised in response. Adaptation of children in disasters depends on the resilience of interconnected systems, including families, schools, communities and policy sectors. Implications of a multisystem perspective for disaster risk reduction and preparedness are discussed with a focus on nurturing the resilience of children and their societies for challenges in the near term and long into the future.

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Section: Influences On How Children Respond To Disastermentioning

confidence: 99%

Section: Influences On How Children Respond To Disastermentioning

confidence: 99%

Resilience of children in disasters: A multisystem perspective

2020

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“…Furthermore, the out-of-province/state and international students are at even more risk of vulnerabilities than their peers due to lack of direct family support and local ties. All these vulnerabilities have, in the past and recently, pointed research toward observing young people as a vulnerable, passive, and dependent group, rather than addressing the diversity within this group, and addressing their strengths and leadership capabilities as well (Tanner and Doberstein 2015 ; Osofsky et al 2018 ).…”

Section: Female University/college Students and Disaster-specific Leadershipmentioning

confidence: 99%

Empowered Stakeholders: Female University Students’ Leadership During the COVID-19-Triggered On-campus Evictions in Canada and the United States

Pérez-Lugo

Garcia

et al. 2021

Int J Disaster Risk Sci

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The study of disaster-specific leadership of female university students has been largely neglected, especially during on-campus emergency eviction and evacuation. Based on the COVID-19-triggered, on-campus evictions across Canada and the United States, this cross-national partnership examined the out-of-province/state and international female university students’ leadership during the entire eviction process. Through in-depth interviews, this study revealed the female university students’ leadership behaviors during three stages: (1) pre-eviction: their self-preparedness formed an emotional foundation to support others; (2) peri-eviction: their attitude and leadership behavior enabled them to facilitate (psychologically and physically) their peers’ eviction process; and (3) post-eviction: they continued to support their peers virtually and raised the general public’s awareness regarding the plight of vulnerable and marginalized populations. This article argues that the female university students’ leadership that emerged during the eviction process became complementary to and even augmented the universities’ official efforts and beyond. This leadership represents empirical evidence that contributes to the existing literature on gender and leadership by demonstrating female youth as empowered stakeholders rather than as merely passive victims. Future studies could develop detailed stratification of gender and age dimensions in order to portray a more comprehensive picture of the younger generation’s leadership in hazards and disaster research and practice.

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“…Over time, the programme became part of the school system's mission in promoting a positive and healthy recovery environment for students. The YLP following Hurricane Katrina was recognised nationally as an important public–private partnership (Osofsky et al, 2018). In an evaluation of the programme, results indicated that students participating in the Youth Leadership Programme scored significantly higher on the measure of self‐efficacy than those not participating in the program (Osofsky et al, 2018).…”

Section: The Impact Of Hurricane Katrina On Children and Familiesmentioning

confidence: 99%

“…The YLP following Hurricane Katrina was recognised nationally as an important public–private partnership (Osofsky et al, 2018). In an evaluation of the programme, results indicated that students participating in the Youth Leadership Programme scored significantly higher on the measure of self‐efficacy than those not participating in the program (Osofsky et al, 2018). Interestingly, Varanasi (2019) also reported positive results from on a similar youth empowerment effort, the Skills, Hope, Opportunities, Recovery, and Engagement (SHOREline) program.…”

Section: The Impact Of Hurricane Katrina On Children and Familiesmentioning

confidence: 99%

Hurricane Katrina and the Gulf Oil Spill: Lessons learned about short‐term and long‐term effects

Osofsky

2020

Int J Psychol

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The impact and lessons learned from Hurricane Katrina and the Gulf Oil Spill are described as an example of work done reflecting best practices and theory to gain a better understanding of risk and resilience for children and families. Hurricane Katrina, described as the worst natural disaster in the US history, resulted in traumatic separations of children and families and devastation of communities and schools. The impact was greater on families with fewer resources before the hurricane who were provided limited support to return and rebuild. Insufficient community support and economic resources contributed to prolonged traumatiaation and slow recovery. Many were still recovering from Hurricane Katrina when impacted by the Gulf Oil Spill. For families with multigenerational ties to the fishing and oil industries, the Gulf Oil Spill resulted in both cumulative trauma and increased risk. In implementing the behavioural health response, much was learned about promotive and protective factors for individual and community resilience. Services provided following the disasters were based on precepts of individual, family, and community resilience. To enhance recovery and support resilience, the development of regional coalitions across at risk areas provides important coordination before disasters occur for better preparation and response.

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Building Resilience after Disasters through the Youth Leadership Program: The Importance of Community and Academic Partnerships on Youth Outcomes

Cited by 24 publications

References 30 publications

Resilience of children in disasters: A multisystem perspective

Resilience of children in disasters: A multisystem perspective

Empowered Stakeholders: Female University Students’ Leadership During the COVID-19-Triggered On-campus Evictions in Canada and the United States

Hurricane Katrina and the Gulf Oil Spill: Lessons learned about short‐term and long‐term effects

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