Evaluation of a Community-Based Approach to Disaster Preparedness: The Ready Scouts Project

Background: Recent national and international events highlight the need for persons to be personally prepared for disasters. The likelihood of natural disasters occurring (e.g., tornados, floods, earthquakes, and wild fires) as well as less predictable events such as chemical/nuclear accidents and acts of terrorism, has focused attention on levels of personal preparedness in homes and communities. Organizations such as the U. S. Department of Homeland Security and American Red Cross encourage community residents to assume personal responsibility for at least 3 days, without assistance from federal, state, or local relief agencies. Personal preparedness focuses on four specific behaviors, i.e., (1) obtaining information about types of likely occurring disasters; (2) preparing a disaster response plan including sheltering in place and evacuation; (3) developing a disaster communication plan for contacts with friends and family; and (4) constructing and maintaining a personal disaster survival kit. Federal, state and local government and non-governmental agencies have made substantial efforts to educate citizens on the importance of readiness.  However, as survey data reveals - the majority of Americans are not engaging in necessary preparedness behaviors. This is especially true for members of vulnerable populations, including families with young children.

Purpose: This presentation discusses the implementation, delivery and assessment of the Ready Scouts project, aimed at improving family disaster preparedness through an innovative community-based education program. This pilot project partners with the Girl Scouts of North Central Alabama to deliver and evaluate the effectiveness of an intervention aimed at increasing family preparedness levels.  It was hypothesized that a community-based education program delivered within the structure of a badge-earning framework would increase preparedness levels among families with school-aged children.

Methods: Scout troops were recruited for participation by promotional materials distributed to troop leaders via the central scouting office. Baccalaureate level social work students were trained as community educators responsible for visiting troops and conducting the intervention. Data was collected via online surveys administered prior to the intervention and again after home activities were completed.  Information included family perceived risk of natural or man-made disaster, measures of preparedness components, and satisfaction with the activity. Over 260 families from Jefferson and Shelby counties participated, representing varied socio-economic demographics. 167 families completed both pre and post measures. Families included brownie scouts (ages 6-8, 57%) or junior scouts (ages8-11, 43%). Data was analyzed using SPSS exploring differences (Paired samples t-test) between levels of preparedness prior to intervention and again 30 days post-intervention. Correlations between levels of risk and preparedness were also explored.

Results: Preliminary results indicate that there was a significant increase in preparedness scores after the education, (t(166) = -15.209, P<.000) when compared to pre-test scores. Results also indicate that risk perception is not a significant variable in determining preparedness levels. Families reported high satisfaction with the activity with 95% of families relating that their family was more prepared as a result.

Implications: Findings infer that the Ready Scouts project demonstrates early utility as an evidence-based approach for social workers involved in preparing communities for disasters and increasing family efficacy.