Teaching Disaster Preparedness in Geographic Education

Does Disaster Education of Teenagers Translate into Better Survival Knowledge, Knowledge of Skills, and Adaptive Behavioral Change? A Systematic Literature Review

“…15,17 In young people, the dominant models of resilience are dynamic, and focus on processes that link neurobiology to behavior and to environmental conditions. 20 Educational efforts should result in an individual able to analyze a situation and adopt a self-thought solution to a new situation. Effective and efficient disaster preparedness uses not only theoretical knowledge but also calls for application of many forms of thinking (visual, verbal, logical, and mathematical), 19 organizational skills, spatial thinking (for the development of survival strategies), and accurate decision making.…”

“…Furthermore, recent studies 18 show a growing interest in gene-environment interaction, neural plasticity, and epigenetic processes in combination with the increase in global threats (early stress, extreme poverty, war, and disaster) and have yielded the most important correlations for resilience in young people: (1) intelligence and problem-solving skills (learning and thinking); (2) self-regulation skills; (3) perceived efficacy and control (mastery motivation); (4) achievement motivation; and (5) effective teachers and schools. Effective and efficient disaster preparedness uses not only theoretical knowledge but also calls for application of many forms of thinking (visual, verbal, logical, and mathematical), 19 organizational skills, spatial thinking (for the development of survival strategies), and accurate decision making 20 . Educational efforts should result in an individual able to analyze a situation and adopt a self-thought solution to a new situation.…”

“…In addition, research on resilience has shown that neural plasticity plays a pivotal role in the development of an effectively resilient person 21 . As such, there is a growing interest in the possibility of protecting (through prevention) and/or reprogramming (through intervention) one's adaptive system as a strategy for promoting resilience 20 . Parenting, cognitive skills, and self-regulation are fundamental protective factors for resilience 22 .…”

“…Effective and efficient disaster preparedness uses not only theoretical knowledge but also calls for application of many forms of thinking (visual, verbal, logical, and mathematical), 19 organizational skills, spatial thinking (for the development of survival strategies), and accurate decision making. 20 Educational efforts should result in an individual able to analyze a situation and adopt a self-thought solution to a new situation.…”

“…21 As such, there is a growing interest in the possibility of protecting (through prevention) and/or reprogramming (through intervention) one's adaptive system as a strategy for promoting resilience. 20 Parenting, cognitive skills, and selfregulation are fundamental protective factors for resilience. 22 Essential for a competent community are critical reflection, flexibility, creativity in problem solving, decision making, conflict negotiation, resource acquisition and protection, advocacy, and collaboration in community action.…”