Disaster Management

Although preventing a natural disaster is complex, the effects of one can be mitigated through proper community preparedness, planning, and practice. Natural disasters have far-reaching consequences for society, but the most vulnerable members of society are always the ones who suffer the most. Youths under the age of 25 and children are among the most vulnerable members of the community. Kids must compete for exceptional planning and training to put them in a better position to deal with emergencies (Fletcher et al., 148). Schools’ approach to disaster preparedness education has proved ineffective over time, necessitating a new system. Youths can get involved in disasters preparedness and recovery in their communities in a number of ways. First youths can get involved by learning, in disaster management learning is not enough one has to learn by doing it. The youth should focus on scenario-based learning that allows youths to address real problems based issues and later on review their actions are reviewed (Fletcher et al., 148). Problem based learning gives room for experience and improvement as one progresses with the training.
Youth Participation in disaster management programs has a positive effect on youth’s ability to understand disaster management and response. Disaster management programs also promote preparedness in the community and homes. Disaster management programs makes the youth psychologically prepared in case of a disaster, they will be in a better position to handle practical disaster issues both physically and mentally.
The federal government has been on the forefront in the promotion of community-based disaster preparedness for the youth. The government through FEMA has facilitated community-based programs, they have also provided tools and resources necessary for the development of youth disaster preparedness programs (Chokroverty &Tompsett, 201). Youths can join programs such as Community Emergency Response Team. The program offers specialized training to youths on disaster management. By joining the programs the youths will be able to get involved in community preparedness, they will also gain the necessary experience needed to deal with emergency situations.
Youth Preparedness Council, an important avenue where youths can join in and get involved in disaster preparedness. The program was created by FEMA in 2012 with the objective of bringing together bringing together different stakeholders in disaster management, who are willing to make a difference in their community by completing disaster preparedness programs both locally and nationally (Chokroverty & Tompsett, 151). Youth Preparedness Council promotes community preparedness through bringing youths together and getting their feedback, perspective, and opinion about disaster management. These are examples of avenues through which youths can get involved and gain that important knowledge and experience in disaster management. Other programs include National Strategy for Youth Preparedness Movement, Teen Cert, and Youth Preparedness Technical assistance Disaster.
In conclusion, more can be done in youth disaster management and preparedness. There is a need for education initiatives at the local levels to create awareness and emphasize the importance of disaster management and preparedness. Youths should be encouraged to get involved and join programs offering training and promoting preparedness among the youths. Schools should also be in the forefront in promoting disaster management programs (Chokroverty & Tompsett, 201). Help the youths in understanding key authorities involved in disaster management, their roles and the role of youths in disaster management.

Work Cited
Fletcher, Sarah, et al. “Youth creating disaster recovery and resilience: A multi-site arts-based youth engagement research project.” Children, Youth, and Environments 26.1 (2016): 148-163.
Chokroverty, L., & Tompsett, M. E. (2017). 9.0 Engaging Youth in Preparation for and Recovery From Disasters and Traumatic Events. Journal of the American Academy of Child & Adolescent Psychiatry, 56(10), 113-214.