Early Adolescents' Perceptions of Relative Risk from 10 Societal and Environmental Hazards

Riechard, Donald E.; McGarrity, Jean

doi:10.1080/00958964.1994.9941429

Cited by 13 publications

(5 citation statements)

References 21 publications

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“…School children at all levels have been traditionally ill-informed and unaware of the potential risks of existing seismic hazards. The long-term goal of integrating hazard and risk education is to produce a risk-literate community that demonstrates responsibility for effective response action when faced with natural and environmental hazards (Richard and McGarrity, 1994). The current situation in which earthquake risk education is ignored by school programmes and administrators is unacceptable and can have catastrophic consequences.…”

Section: Integrating Earthquake Disaster Risk Mitigation Into the Curriculummentioning

confidence: 99%

Can education reduce Middle Eastern fatalistic attitude regarding earthquake disasters?

Baytiyeh

Naja

2014

Disaster Prevention and Management

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Purpose – The purpose of this paper is to discuss the unique and necessary role that Middle Eastern educational institutions must play to reduce the negative influence of fatalism regarding risk perception and disasters. Design/methodology/approach – This paper is based on conceptual analysis and real situational cases to confirm the existing fatalistic attitudes in the Middle Eastern communities and shows how education can be used to reduce and limit the negative effects of such fatalism on earthquake risk mitigation. Findings – The paper calls for the integration of critical thinking along with disaster risk education throughout the schools’ system to reduce the dominating culture of fatalism and to facilitate the implementation of disaster risk reduction strategies in the Middle Eastern communities. In addition, the assistance of the religion instructors and clergy, in reducing fatalistic attitudes has positive implications. Originality/value – The paper represents an effort to accelerate the implementation of earthquake disaster risk reduction strategies in the Middle Eastern vulnerable communities. It uncovers the mask on one of the most critical social issues that has for long time hindered social progress in the Middle East region.

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Section: Integrating Earthquake Disaster Risk Mitigation Into the Curriculummentioning

confidence: 99%

Can education reduce Middle Eastern fatalistic attitude regarding earthquake disasters?

Baytiyeh

Naja

2014

Disaster Prevention and Management

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“…Environmental researchers and educators have focused on the attitudes, knowledge, and behaviors of adolescents for several decades. There has been substantial research compiled looking at adolescents and the environment, and demographic variables, in relation to their environmental attitudes and behaviors Hausbeck, Milbrath, & Enright, 1992;Kahn & Friedman, 1995;Lyons & Breakwell, 1994;Mohai, 1992;Ostman & Parker, 1987;Riechard & McGarrity, 1994;Riechard & Peterson, 1998;Schahn & Holzer, 1990). There have also been numerous projects that address the relationships environmental behaviors, knowledge, and attitudes have with one another (Armstrong & Impara, 1991;Campbell, Waliczek, Bradley, Zajicek, & Townsend, 1997;Lyons & Breakwell, 1994;Oskamp et al, 1991;Ramsey & Rickson, 1976).…”

Section: Review Of Literaturementioning

confidence: 99%

Adolescent Environmental Behaviors

Meinhold

Malkus

2005

Environment and Behavior

313

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This article examines the relationships among adolescent environmental behaviors and self-efficacy, knowledge, and attitudes. It was hypothesized that adolescents who demonstrate more proenvironmental attitudes are more likely to demonstrate proenvironmental behaviors. It was further hypothesized that perceived self-efficacy would have a moderating effect on the environmental attitude-behavior relationship in that the relationship between proenvironmental attitudes and behaviors would be stronger among adolescents with high levels of self-efficacy. Participants were 848 students from three academically achieving high schools on the West coast. Hierarchical regression analyses were used for all subsequent analyses. Results indicated that proenvironmental attitudes significantly predicted proenvironmental behaviors and that environmental knowledge was a significant moderator for the relationship between environmental attitudes and environmental behaviors. This was especially true for males.

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“…Previous research has confirmed that formal education is one of the best mediums for improving knowledge of natural hazards, disaster awareness, and community preparedness, especially when disaster education programs are integrated into school curricula at all levels (Izadkhah & Hosseini, 2005). The long-term goal of integrating DRR education into curricula is to produce a risk-literate community that demonstrates responsibility for effective reactions to natural hazards (Richard & McGarrity, 1994). Furthermore, introducing students to DRR at young ages can help them to integrate these skills into their daily lives, providing more long-term benefits than when they are acquired older ages.…”

Section: Why Should Disaster Risk Reduction Education Be Institutionamentioning

confidence: 99%

Can Disaster Risk Education Reduce the Impacts of Recurring Disasters on Developing Societies?

Baytiyeh

2017

Education and Urban Society

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The impacts of recurring disasters on vulnerable urban societies have been tragic in terms of destruction and fatalities. However, disaster risk education that promotes risk mitigation and disaster preparedness has been shown to be effective in minimizing the impacts of recurring disasters on urban societies. Although the recent integration of disaster risk reduction (DRR) into school curricula in developing countries has improved public awareness about hazards and potential disaster risks, its effectiveness in reducing the impacts of future disasters remains uncertain. This article stresses the potential role of disaster prevention education and argues that, even after substantial effort, significant financial, cultural, and technical barriers remain to integrating DRR into school curricula. This critique provides detailed examples that shed light on both the achievements and the challenges that hinder the integration of disaster risk education into school curricula, focusing on the case study of DRR education in Lebanon.

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Early Adolescents' Perceptions of Relative Risk from 10 Societal and Environmental Hazards

Cited by 13 publications

References 21 publications

Can education reduce Middle Eastern fatalistic attitude regarding earthquake disasters?

Can education reduce Middle Eastern fatalistic attitude regarding earthquake disasters?

Adolescent Environmental Behaviors

Can Disaster Risk Education Reduce the Impacts of Recurring Disasters on Developing Societies?

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