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Ministry of Labour and

Social Security

Understanding and Communicating

Disaster Responsive Social Protection
in Jamaica

A short guide to build awareness

among local stakeholders

Developed under the World Bank Rapid Social Response Trust Fund Grant to Support
the Government of Jamaica to Strengthen the Country’s Social Protection System for
Disaster Preparedness & Response

Developed by Gail Hoad- Development Communication Consultant

October 2017
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Table of Contents

Table of Contents ............................................................................. 2

Acronyms and Abbreviations .......................................................... 3

Introduction to the Guide ................................................................. 4

Session One: Understanding Disaster Responsive Social Protection

.......................................................................................................... 6

Session Two: Disaster Responsive Social Protection Measures and

Benefits in Jamaica ........................................................................ 10

Session Three: Inter-Agency Communication for Disaster

Responsive Social Protection ........................................................ 16

Session Four: Identifying and Communicating Disaster Risk,

Vulnerabilities and Resilience ........................................................21

Session Five: Communicating with Citizens About Disaster

Responsive Social Protection ........................................................ 29
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Acronyms and Abbreviations

CBO Community Based Organisation

CDEMA Caribbean Disaster Emergency Management Agency
DRM Disaster Risk Management
FBO Faith Based Organisation
GOJ Government of Jamaica
HAC Humanitarian Assistance Committee
IEC Information, Education and Communication
JCPD Jamaica Council for Persons with Disabilities
JP Justice of the Peace
MLSS Ministry of Labour and Social Security
NGO Non-Government Organisation
ODI Overseas Development Institute
ODPEM Office of Disaster Preparedness and Emergency Management
PATH Programme of Advancement Through Education and Health
PIOJ Planning Institute of Jamaica
SP Social Protection
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Introduction to the Guide

What is in this Guide?
This short guide consists of five session outlines/lesson plans to be used to
strengthen implementers’ knowledge and capacity to communicate with existing
and potential beneficiaries, and with each other, on disaster responsive social
protection issues in Jamaica.
It is a training resource to deliver sensitization/awareness sessions to national,
parish and community level stakeholders on:
1. The concept of Disaster Responsive Social Protection (Session One)
2. Providing Information on Jamaica’s Existing Social Protection
Systems/Provisions for Disaster Response (Session Two)
3. Inter-Agency Communication for Disaster Responsive Social Protection in
Jamaica (Session Three)
4. Identifying and Communicating on Risk, Vulnerabilities and Resilience in the
Context of Disasters (Session Four)
5. Communicating with Citizens about Disaster Responsive Social Protection
(Session Five)

What is the Purpose of the Guide?

The guide is a tool for improving knowledge and communication skills among
national, parish and community-level implementers who work in disaster risk
management and social services provision.
It is expected that they will be able to use the improved knowledge and skills in
their daily duties, and particularly during disaster preparedness and response
activities/work, to:
 Effectively communicate to, and build awareness among, members of the
general public, and in particular to vulnerable groups, about possible actions
to be taken to prepare for and mitigate the effects of disasters
 Respond effectively to the demands on the Social Protection system which
will come after disaster events
The guide has been developed under a World Bank Rapid Social Response Trust
Fund grant to support the Government of Jamaica (GOJ) to strengthen Jamaica’s
social protection system for disaster preparedness and response (2017-2018).

Who Can Use the Guide?

The guide is for managers, supervisors or any designated focal points within
stakeholder agencies or groups who may be called on to provide formal or informal
training and awareness building activities with staff, co-implementers and/or
partners at the institutional and community levels.

How Can the Sessions in the Guide be Used?

Training sessions can be conducted using the guide and it is hoped that the trainers
identified above will be able to integrate these sessions, and the associated learning
and communication materials, into their regular training/capacity building or
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sensitization work with staff and partners. The meetings of parish level
Humanitarian Assistance Sub-Committees and Parish Disaster Committees
and community level zonal committees may be excellent entry points for delivery of
the sessions.

The guide is designed for use with a standardized PowerPoint presentation which
includes five sets of slides – one set (clearly marked) for each session. Slides are also
numbered in the presentation (e.g. Slides for Session One are slides 1.0 to 1.10 and
for Session 2, slides 2.0 to 2.12 etc.), and these numbers are clearly referenced in
italics in the guide for ease of use. The guide also integrates the use of the
information education and communication (IEC) material developed under the
Trust Fund activities. If trainers do not have ready access to an audiovisual (AV)
projector, the information on slides can be condensed and shared on flip chart paper
for use in training sessions.
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Session One: Understanding Disaster Responsive Social

Protection

Objectives
At the end of the session participants should be able to:

1. Explain the purpose of social protection

2. Identify the main social protection programmes available in Jamaica

3. Describe the role of social protection in disaster risk management and response

Attitudes
Participants should have the time available to fully participate in the session. They
should feel they have a vested interest in supporting disaster risk management
and/or social protection work with communities. They should also be prepared to
share the information they learn with their peers in an atmosphere of openness and
mutual respect.

Tools and Equipment

1. AV Projector and Laptop
2. Post-Its (3 colours)
3. Flip Chart Paper
4. Markers
5. Masking Tape

Teaching Aids
 PowerPoint Slides for Session One
 Colour Photographs of Disasters due to Hurricane, Drought, Fire, Flooding,
Earthquake

Resource Material
 Planning Institute of Jamaica. Jamaica Social Protection Strategy (2014)

https://webstore.pioj.gov.jm/images/PreviewDocument/20240.pdf
 Coirolo, C. Berger Gonzalez, S. Adaptive Social Protection Curriculum.
Curriculum on Social Protection, Disaster Risk Management, and Adaptive Social
Protection (2017)
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Key Steps in the Session Delivery:

1. Introductory Activity (10 mins)
Ask participants to answer the following questions on three post-its to record
how they work with clients or communities before and after a disaster
 What do you do to help your clients/ communities to prevent loss before a
disaster event? (record on yellow post-it)
 What do you do to help clients/communities recover after a disaster? (record
on pink post-it)
 What are the most difficult messages to communicate to people during a
disaster? (record on blue post-it)

Ask two or three participants to share their responses for one of the questions.
Briefly discuss. Ask what areas they feel they need support in communicating/
sharing information.

Show introductory slides with title of training programme and objectives of

training programme. Explain that the aim of the training programme is to enable
participants to achieve the three objectives listed.

2. Learning Activity1.1: Introducing the Concept of Social Protection (20

mins).
 Show title slide 1.0 for Session One and slides 1.1 & 1.2 definitions of Social
Protection. Emphasise points made in definition with slides 1.3 &1.4 re what
Social Protection does.
 Ask participants to identify social protection (SP) programs/provisions in
Jamaica. Record responses on a sheet of flip chart paper/brown paper. Have
participants explain why they classify these initiatives as SP. Revisit
definitions and identify which programmes are SP and which may not be.
Ensure all relevant services are included. Show slides 1.5 to 1.9 outlining
what SP programmes and provisions exist in Jamaica.

Discussion: Based on the introductory activity with post-its and the definition of
SP given, ask participants which of them feel they are involved in SP delivery in
any way? Why do they feel this way?

3. Learning Activity 1.2: Why Social Protection Needs to Respond to

Disasters (20 mins)
Divide participants into four groups and provide each group with a photograph of
a common natural hazard or disaster in Jamaica – Hurricane, Flood, Drought &
Fire and Earthquake.
 Ask each group to identify the ways each disaster can interrupt or cause loss
of income in Jamaica/how these disasters make persons more vulnerable
economically?
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 Ask each group to share findings, particularly in the context of communities/

persons they work with.
After group sharing, ask participants
 What measures are in place/are used during disasters to offset this
vulnerability to income or livelihoods?
 How responsive do you think these measures really are to the needs of
communities/individuals during disasters?

Share final slide –slide 1.10 -from Session One presentation with excerpt from
Jamaica’s SP policy re SP’s role in disasters.

4. Concluding Point (5 mins): Communication can help by helping

stakeholders coordinate their SP efforts and by helping existing and
potential beneficiaries understand what is available, from whom and what
provisions can help them address their specific risks.

Effective communication can also help stakeholders better assess and

understand the needs of vulnerable groups and share information about
their needs.

The other sessions will support us in understanding and communicating about:

 The specific Social Protection Provisions available to respond to
disasters in Jamaica (Session 2)
 The framework and institutions which exist to deliver disaster
responsive SP in Jamaica (Session 3)
 Disaster Risk, Vulnerabilities and Resilience among key populations
(Session 4)
 Communication/Sharing Information about Disaster Risk Management
and Social Protection issues (Session 5)
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Session 1: Key Points to

Communicate to Stakeholders
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Session Two: Disaster Responsive Social Protection

Measures and Benefits in Jamaica
Objectives
At the end of the session participants should be able to:
1. Identify social protection provisions which can be used to respond to the needs
of persons impacted by disasters in Jamaica

2. Explain the importance of building resilience among persons vulnerable to

disaster

3. Identify key communication issues in providing information on social protection

provisions

Attitudes
Participants should have the time available to fully participate in the session. They
should feel they have a vested interest in supporting disaster risk management
and/or social protection work with communities. They should also be prepared to
share the information they learn with their peers in an atmosphere of openness and
mutual respect.

Time Required for Session: 60 mins

Tools and Equipment

• AV Projector & Laptop
• Flipchart paper
• Markers
• Cards/Strips of Paper
• Masking Tape

Teaching Aids
 PowerPoint Slides for Session Two
 Brochure ‘Disaster Responsive Social Protection-Helping People and
Communities Bounce Back’
 Hand-out on ‘The Case of Marcia’

Resource Material
 Climate Smart Community Disaster Management-Module and Facilitator’s

Handbook. Caribbean Disaster Emergency Management Agency (CDEMA).

(2011)
http://www.cdemavl.org/handle/123456789/193
 ‘Increasing people’s resilience through social protection.’ Overseas
Development Institute (ODI) Paper. (2016).
https://www.odi.org/sites/odi.org.uk/files/resource-documents/10555.pdf
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Key Steps in the Session Delivery:

1. Greet group. Introduce topic with title slide for Session Two.

2. Revisit definition/description of disaster responsive social protection

explored in session one. Emphasize the importance of social protection in
preparing for and responding to disasters

3. Learning Activity 2.1 (15 mins) Mount 3 sheets of flip chart labelled with
the 3 phases of Disaster Risk Management:
 Preparation
 Immediate Response
 Recovery & Rehabilitation

Place participants in one of three groups and provide each group with pieces of
paper/cards. Ask participants to identify social protection benefits or services
provided by the GOJ or their organization (if they are NGO/CBO/FBO
representatives) at each phase of the Disaster Risk Management Process, record
these on the cards and mount on the relevant flip chart with tape.

Review the placement of cards ensuring they accurately reflect the current
situation re SP provisions and disasters. Discuss with participants why they
placed particular services at particular phases. Ask them to describe how the
provision responds to the specific needs at each phase of the disaster.

4. Learning Activity 2.2 (30 mins) Case Study- The Case of Marcia. Introduce
activity with slide 2.1. Share handouts with Marcia’s story. Have participants
read through the story and discuss what types of assistance can help Marcia.
What does she need? How are the SP benefits available helping her? What
else can SP do for her? How can we communicate this to Marcia?

5. After the discussion, share definition of resilience as the ability to ‘adapt and
recover from hazards, shocks or stresses'. Show slide 2.2 with definition of
disaster resilience and explain.

6. Slide 2.3 explains the concept of disaster resilience as the ability to ‘bounce
back.’

7. Make the point with slide 2.4 that SP can build resilience at all three phases of
the disaster risk management process – preparation, immediate response and
for recovery and rehabilitation after disasters.

8. Go through slides 2.5-2.12 that outline SP provisions in Jamaica that respond

specifically to disasters, as well as SP provisions which are not specifically for
disasters but which can be used to respond to needs after disasters (slides 2.12)
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Ensure that the group understands that there are SP provisions specifically
for responding to disasters and that there are other provisions which are for
more general purposes but which can be used to respond to the needs of
those affected by disasters. Reference the brochure ‘Disaster Responsive
Social Protection-Helping People and Communities Bounce Back.’

9. Ask participants to take 5 minutes to see if there is any change they would make
to the posts on the flip chart paper based on the information which was shared.

10. Concluding Point & Activity (15 mins): Revisit the points made earlier about
the help from SP that Marcia needs. Ask participants:
• What are the key messages to be communicated to Marcia?
• How can these be framed in view of her reality and with the information
we have discussed re SP provisions available?
• How would we communicate about possible benefits in a way that would
encourage her to start thinking about risks and resilience?

Record responses on flip chart paper titled Marcia’s Communication Needs.

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Session 2: Key Points to

Communicate to Stakeholders
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The Case of Marcia

Marcia is 40 years old and lives in a small community in

Portland with her three children. Two of the children are
in high school and one attends primary school.

Marcia has lived in the same spot, near to the sea, all her
life. Every time there is heavy rain, the house she lives
in is at risk of flooding. Her house has been flooded five
times in 12 years. She lost her roof once during a
hurricane.

Marcia raises chickens for a living and the chicken coop is

near to the house. All her chickens have been washed away
twice. Once half of the chickens died in the rainy
season because it became too cold for them.

Marcia keeps telling the Parish Disaster Coordinator

that this is where she was born and has lived all her
life and she has nowhere else to go.

She has had to receive comfort items including bedding,

clothing for her children and some cash during the last
four hurricanes. She has already received one
rehabilitation grant which she used to rebuild a bigger
chicken coop in the same spot and buy more chickens. She
also got some money from her MP which she used to build a
bigger kitchen and a verandah on her house after it was
damaged in the last hurricane.

Marcia says it seems she is born to suffer. Her things keep

washing away or getting wet and she has to keep buying
furniture and clothes every time rain falls hard. She says
she is stressed out because the money she gets from
government to help her is never enough because her
problems are so many. She says she is a trying woman but
it seems she is just ‘salt.’

‘Mi jus cyaan mek it outta de sufferation. Is like dis is

mi lot in life. No matter how mi try, mi cyaan come outta
dis! Ongle God can help mi!’
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Marcia’s House After

Tropical Storm Nicole
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Session Three: Inter-Agency Communication for Disaster

Responsive Social Protection

Objectives
At the end of the session participants should be able to:
1. Identify the national and parish level coordinating mechanisms and
stakeholder agencies in Jamaica for delivery of disaster responsive social
protection

2. Identify key stakeholders to communicate with for effective delivery of

disaster responsive social protection

3. Identify mechanisms and opportunities to improve communication for better

delivery of disaster responsive social protection

Attitudes
Participants should have the time available to fully participate in the session. They
should feel they have a vested interest in supporting disaster risk management
and/or social protection work with communities. They should also be prepared to
share the information they learn with their peers in an atmosphere of openness and
mutual respect.

Time Required for Session: 60 mins

Tools and Equipment

• AV Projector and Laptop
• Flipchart paper & easel
• Markers
• Post-Its

Teaching Aids
 PowerPoint Slides for Session 3
 Fact Sheet Brochure for implementers Plan, Prepare, Respond & Rebuild

Resource Material
 Jamaica’s Disaster Risk Management Act (2015)

 Brochure for Implementers-Plan, Prepare, Respond & Rebuild

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Key Steps in the Session Delivery:

1. Greet group. Introduce topic with title slide for Session Three

2. Introductory Activity Ask participants what coordinating bodies/ structures

they know of at the national level which help prepare for and respond to social
protection needs during disasters. Ask what bodies/structures exist at the
parish level?

3. Learning Activity 3.1 PowerPoint Presentation. Slide 3.1 introduces

Jamaica’s Disaster Risk Management (DRM) Act 2015. Under the Act a new plan
for its implementation is under development. This Act ‘makes provisions for
the management and mitigation of disasters, the reduction of risks associated
with disaster; and for connected matters.’

4. There is a National Disaster Risk Management Council (NDRMC) which is the

policy and technical oversight body guiding the national response to disasters.
The NDRMC has six national committees of council including the Humanitarian
Assistance Committee. Slide 3.2.

5. Slide 3.3 outlines that Ministry of Labour and Social Security chairs the
Humanitarian Assistance Committee-HAC (formerly the National Shelter,
Welfare, Relief Clearance Policy and Plan Committee), and is responsible for
welfare and relief issues during disasters i.e. the disaster responsive social
protection response. Slide 3.4 outlines the members of the committee.

6. Slide 3.5 -The MLSS chairs the HAC at national and parish levels.

7. Slide 3.6 There is also a Parish Disaster Committee which is responsible for managing
DRM at the parish level. It is chaired by the Custos or Mayor and has members from
government agencies at the local level, relevant NGOs and private sector.

8. Slide 3.7 There is a Parish Disaster Coordinator who has daily responsibility for
the parish programme and liaises with ODPEM. The Parish Disaster
Coordinator develops preparedness and response plans in keeping with ODPEM
guidelines AND coordinates all public awareness, prevention and response
activities within the parish (slide3.8)

9. At all times the MLSS is responsible for coordinating welfare and relief efforts during
disasters and the post damage assessment process for households -Slide 3.9. On an
ongoing basis the MLSS ensures that:
 Warehouses with relief supplies are adequately stocked
 Links are maintained with its line of credit suppliers who will provide welfare and
relief supplies
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 Staff and stakeholders get ongoing sensitization and training in critical areas such as
use of assessment forms, SP benefits available during disasters and procedures
and protocols for delivery of relief and welfare supplies
 At least one meeting of the committee is held quarterly
Slide3.10-Right before an impending event the MLSS has the following responsibilities
• Activates the HAC at national and parish levels
• Mobilizes stakeholders, provides forms
• Has regular committee meetings to share information, prepare
Slide 3.11 -After an event, the MLSS working with other stakeholders and partners
• Ensures supplies of food, toiletries, bedding provided to occupied shelters
• Conducts the household damage assessments
• Helps coordinate the government's relief and recovery efforts

10. Inter-Agency Communication to support disaster responsive SP takes place during all
phases of DRM –Slide3.12
On an ongoing basis, implementing stakeholders should:
 Know the HAC chair and members
 Ensure agencies on the committee attend meetings, participate in activities.
 Be aware of, able to communicate on disaster responsive SP benefits
 Know which agencies can offer what services to disaster victims
 Be able to communicate on SP issues and vulnerabilities during disasters
Reference pg. 1 ‘Plan’ of brochure for implementers ‘Plan, Prepare, Respond, Rebuild’

Slide 3.13- Before an impending event implementing stakeholders should:

• Deliver preparedness messages to the groups and communities they serve,
i.e. messages re:stocking up on non-perishable foods, water and fuel;
securing homes and property including work tools and livestock;
keeping important documents safe and in waterproof containers or
covering; knowing the nearest shelter, identifying an evacuation route
 Have identified the designated shelters in their area and established links
with shelters and shelter managers through the Parish Disaster Coordinator,
ODPEM and the Red Cross.
 Work with these agencies to ensure persons who need to get to shelters are
informed about the location of shelters and about the basic rules for using
the shelter and are able to get to shelters. Support evacuation where needed.
 Ensure that those who are vulnerable understand what is happening and
know where to get assistance to evacuate if necessary, and that relevant
agencies know about these persons/communities and their needs.
Reference pg. 2 of brochure for implementers‘Plan, Prepare, Respond, Rebuild’

Slides 3.14 and 3.15 -After a disaster, implementing stakeholders should

communicate that:
 MLSS parish offices are a good point of first contact for guidance
 Comfort Items/Emergency Relief Items are immediately available to those in
greatest need after disaster
 There is a damage assessment process and the need for accepted National ID
or Justice of the Peace’s (JP’s) letter & signed Photo
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 Short term shelter is available for those in greatest need

 RADA is there to assess and where possible assist persons who have suffered
agricultural losses
 Beneficiaries must 'build back better’ with any recovery or
rehabilitation funds received and implementers must help facilitate this
*Implementing stakeholders should also share information about their
agencies’ responses/relief efforts and contributions with the MLSS or via the
HAC
Reference pg. 3 of brochure for implementers ‘Plan, Prepare, Respond, Rebuild’

11. Learning Activity 3.2 Final Slide 3.16 How Communication Helps the
Inter-Agency SP response: By ensuring the most vulnerable know what to do,
where to go and how to recover; by highlighting the needs of the most
vulnerable; and by providing information to reduce duplication.

Discussion – Ask participants to think of the various agencies they work

with and how they can in simple ways improve communication with
these stakeholders to improve the social protection response during
disasters.
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Session 3: Key Points for Inter-Agency Communication

During the DRM Process
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Session Four: Identifying and Communicating Disaster

Risk, Vulnerabilities and Resilience
Objectives
At the end of the session participants should be able to:
1. Define the key concepts of hazard, risk, disaster, vulnerability and resilience

2. Identify different types of vulnerabilities (physical, social, economic) during

disasters

3. Identify factors which increase the vulnerability of the following key groups
during disasters:
 Children/The Young
 The Elderly
 Persons with Disabilities
 Women and Girls
 Persons living in Poverty
 The Homeless
4. Communicate about the needs of vulnerable groups during disasters and factors
which support resilience building

Attitudes
Participants should have the time available to fully participate in the session. They
should feel they have a vested interest in supporting disaster risk management
and/or social protection work with communities. They should also be prepared to
share the information they learn with their peers in an atmosphere of openness and
mutual respect.

Time Required for Session: 90 mins.

Tools and Equipment

• AV Projector and Laptop
• Flipchart paper & easel
• Markers
• Post-Its
• Masking Tape

Teaching Aids
• PowerPoint Slides for Session Four
• Flash Cards with Terms & Definitions
• Letters for Disaster Risk Mailbox

Resource Material
 Disaster Risk and Vulnerability: The Role and Impact of Population and

Society Population Reference Bureau (2011)

http://www.prb.org/Publications/Articles/2011/disaster-risk.aspx
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Key Steps in Session Delivery

1. Greet group. Introduce topic with title slide from Session Four

2. Introduction: Indicate to participants that in order to know how, when and

where to share information about social protection needs and social protection
benefits during a disaster, it is important to have a clear understanding of what a
disaster is, risks and vulnerabilities in the context of disasters and factors that
build resilience to disasters. When we understand the issues we can
communicate them clearly.

3. Introductory Activity: Invite participants to match the words on the flashcards

- Hazard, Disasters, Risk and Vulnerability - to the correct definitions/
descriptions and explain. As the facilitator, provide clarification with the
definitions provided below

4. Learning Activity 4.1 PowerPoint Slides for Session 4 with definitions:

 Hazard- A Hazard is a potentially damaging physical event or human
activity. Share examples of natural hazards – hurricanes, earthquakes,
climate change, landslide, flood, bushfire; examples of man-made hazards–
chemical/oil spill, fire etc. Slide 4. 1
 Disaster-A hazard becomes a disaster when it negatively affects people,
seriously disrupts the functioning of a community or country and brings
losses that are greater than the community’s ability to cope. Slides 4.2;
4.3; 4.4
 Vulnerability- Vulnerability is those conditions and circumstances of an
individual, group, community, country or system that make it
susceptible to the damaging effects of a hazard. Slide 4.5. Vulnerability
can be physical, social, economic or environmental. It can vary significantly
within a community and over time. Slides 4.6 to 4.9
 Risk-A Risk is the combination of the probability of an event (how likely
it is to happen) and its negative consequences (its impact on people and
the environment). Slides 4.10 and 4.11

Discussion: Ask participants to give examples of each term – Hazard,

Disaster, Vulnerability and Risk and discuss the relationships between
these terms.

5. Physical vulnerability is often the most obvious vulnerability in a natural

disaster, but vulnerabilities are also economic, social or environmental.

6. Learning Activity 4.2 Concluding Activity. Disaster Risk Mailbox Slide

4.12 -Distribute the ‘emails’/‘letters’ to groups of participants and ask each
group to identify the vulnerabilities of the persons mentioned in their letter.
Ask them to also identify what contributes to these vulnerabilities? Share
your responses to these letters with the wider group.
 23

Letters for Disaster Risk Mailbox

October 14, 2017

12 Long Look Drive

Spanish Town
St Catherine

Dear Poor Relief Office

I am seeking your assistance for an elderly gentleman who
lost all his worldly belongings after Hurricane Meg. This
letter is addressed to you on his behalf.

Mr. Felix is 78 years old. He is a widower with no children

who lived on rented premises. During the passage of
Hurricane Meg the premises he leased was completely
devastated. The house was completely flooded and he lost
most of his furniture, clothing and belongings to the
floodwaters or to looters.

Now, he is faced with starting over as an NIS pensioner

with no possessions in this world and no roof over his
head. He is well past retirement age and due to the usual
old age aches and pains cannot really work.

The owner of the property he leased received some money

because of the damage to the house but Mr Felix was not
entitled to any assistance as he did not own the property.
To make matters worse, the owner is saying he cannot be
bothered to fix the house again because it is old so he
will not be leasing the property anymore.

We await news of how you can assist or guide us to help Mr

Felix.
Yours truly,

Jane Doe
 24

To Whom It May Concern

Please assist Miss T. Thompson, the bearer of this note in any way possible.
Miss Thompson suffered serious loss in the recent heavy rains which led to
massive landslides in the Mount Less community in Portland.

A landslide right on her property saw her losing almost a half of her
dwelling house and her sewing machine which she used to sew school
uniforms and other items as a way of making her living.

Miss Thompson is in a wheelchair and her house is located in a very hilly

area. She was told that the damage assessment team came to her area but
could not reach her because the roads were blocked as a result of the
landslide.

Because of her condition she cannot get to Port Antonio to the Government
Office or Parish Council easily. She is now struggling to make ends meet.
The road has still not been cleared and she needs help getting meals and
basic items.

She has tried contacting a community leader to help her but he says she must
go to the Council for Disabilities for help because she is handicapped and
that the other help that government is giving out is for ‘normal’ people.

Jack Sprat J.P.

Mount Less, Portland.
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To: The Jamaica Agricultural Society, Manchester

Dear Sirs
I am a veteran farmer but I am writing you on behalf of a young farmer who has
been affected by fire just last week. He is a hardworking 27 year old youth who
farms cash crops like tomato, carrots, thyme and scallion for sale to higglers in
the market. He is also a yam farmer

One week ago the bush fires that spread all across our area reached his farm and
burnt down his house and destroyed the 1 and ½ acres of crops that he has. He
was in Mandeville market at the time and by the time he heard about the fire and
got home everything was gone. He was left with literally the shirt on his back.

I advised him to go to the parish council for help and they gave him a mattress and
a little stove, for which he is thankful. I told him to write but I have now
discovered he is not able to read and write too much but he is a very hard worker.

Many other farmers in our area were affected by the fire and they said they
signed up for some help with RADA but he was too stressed out over the whole
thing and also ashamed to go and have people see that he cannot read and write so
well.

He deserves a chance and some help to get back on his feet. He is not a beggar
and is very independent. Please advise how you can help him.

Farmer J. Brown
Christiana,
Manchester
 Vulnerable Increased SP Risks During Disasters Key SP Messages to Communicate Key Communication
Groups Considerations
The Very Poor  No resources to prepare e.g. to purchase emergency supplies, secure housing Need to secure assistance to prepare Literacy level
 Housing stock may be in poor condition Need to evacuate if necessary Access to national media (TV, Radio)
 May be living in at-risk areas e.g. squatting near rivers or gullies, on marginal lands Shelter locations and rules Need to identify trusted sources of
 No income, savings or insurance for ‘rainy days’ i.e. for recovery Types of assistance available and how to access information- may include PATH soc. workers
The Very Young  Education may be disrupted when family’s resources impacted by disasters (e.g. loss of To parents-Types of assistance available and how to Trusted sources of information
(Children) books, school uniforms, resources to pay for transport to school etc.) access, incl. psychosocial support Role of parents, caregivers incl. teachers in
 Traumatized by disaster events, losing belongings, seeing destruction, death To parents- Access support that can reduce risk of supporting child’s access to services
 At risk of abuse, exploitation if home is lost, household disrupted due to disasters abuse if possible e.g. short term housing Role of children in sharing info with household
The Elderly  Some challenges of old age e.g. decreased mobility, illnesses can mean challenges in Need to secure assistance to prepare, evacuate if Need to reassure, alleviate fears of elderly
preparing, evacuating, accessing shelter needed Need to identify trusted sources of information
 Limited/ no employment can mean limited or no income, savings or insurance for recovery Types of assistance available and how to access May need to bring information to their space
after disasters Need to access other types of SP which may be
 Limited mobility can affect access to information, relief benefits relevant e.g. PATH, JADEP
Women (& Girls)  Women are usually primary caregivers so efforts to recover from disaster also include the Types of assistance available for various family Trusted sources of information
care of others e.g. children, parents, members of extended family members and how to access Role of children in sharing info learnt in school
 Lack of shelter, income disruption can lead to vulnerability to sexual abuse and exploitation Need for psychosocial support with household
 Higher unemployment rates can mean less access to income, savings, insurance for recovery Need to access support that can reduce risk of abuse if
possible e.g. short term housing
Persons with  Physical disabilities can mean challenges in receiving messages about the disaster and Need to secure assistance to prepare, to evacuate if Access to national media (i.e. availability of
Disabilities recovery efforts, in evacuating, accessing shelter, accessing relief benefits needed sign language or closed captioning for regular
 Intellectual disabilities can mean challenges in receiving and understanding messages about Types of assistance available and how to access DRM media messaging)
the disaster and preparedness and recovery efforts Need to access other types of SP which may be Sign language needs of the deaf
 Lower levels of unemployment for this community of persons can mean limited or no relevant e.g. PATH, JADEP or via the JCPD Possibility of using text messaging for deaf
income, savings or insurance for rainy days Shelter locations and rules and possibly info re Need to help mobilisers understand need to
 Lack of facilities to accommodate the needs of the physically disabled can mean challenges accessibility respect decision making by PWD, shelter needs
accessing shelters and other public facilities which provide services of PWD
The Homeless  Need for shelter Need to identify suitable shelter, evacuation for Lack of access to media and to regular
 No resources to purchase emergency supplies to shelter homeless community-based sources of information
 Discrimination in shelters To implementers- need for support (medical, psycho- Face stigma and discrimination
 Medical and psychosocial needs if also mentally ill social) in evacuating, housing mentally ill homeless Trusted sources may be agencies that provide
meals, outreach. to the homeless
Session 4: Key Points to
Communicate to Stakeholders
 29

Session Five: Communicating with Citizens About Disaster

Responsive Social Protection

Objectives
At the end of the session participants should be able to:
1. Identify key communication needs of vulnerable groups during disasters

2. Use communication tools and approaches to share information about social

protection before, after disasters

3. Identify relevant messages and approaches about resilience building to be

communicated to specific vulnerable populations

4. Identify opportunities for communicating about disaster responsive SP with

existing and potential beneficiaries

Attitudes
Participants should have the time available to fully participate in the session. They
should feel they have a vested interest in supporting disaster risk management
and/or social protection work with communities. They should also be prepared to
share the information they learn with their peers in an atmosphere of openness and
mutual respect.

Time Required for Session: 90 mins.

Tools and Equipment

• AV Projector and Laptop
• Flipchart paper
• Markers
• Post-Its
• Masking Tape
• Old Magazines &/or Newspapers
• Glue
• Construction Paper
• Crayons
• Scissors

Teaching Aids
• PowerPoint Slides for Session Five
• IEC Material Developed: Comic Book, Brochures, Poster, Videos

Resource Material
Communication in Recovery. Australian Red Cross (2010) http://media.ifrc.org/ifrc/wp-
content/uploads/sites/5/2017/03/Communicating_in_recovery_resource.pdf
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Key Steps in Session Delivery

1. Greet group and introduce topic with title slide for Session Five.

2. Learning Activity 5.1. Introductory activity (30 mins.) : Have flip chart
sheets with each of the following headings:
a. The Disabled
b. Persons Living in Extreme Poverty
c. The Very Young/Children
d. The Elderly
e. Women and Girls
f. The Homeless

Ask participants to work in three groups. Assign each group two of the above
vulnerable populations. Ask each group to answer the following questions about
their vulnerable groups and record responses on the flipchart paper:
i. How do we need to communicate with these persons during a disaster?
ii. What key information might they need about risks and assistance
available?
iii. What resources/assistance might we need to communicate more
effectively with them?
iv. What may we need to communicate to our partner agencies and
stakeholders about these persons?
Tell participants that their responses are to be presented in as creative and
persuasive a manner as possible and so they should use pictures from the
magazines, newspapers provided as well as the stickers, marker, crayons and
paper to illustrate their responses.

Have each group present and share their ideas with others.

3. Learning Activity 5.2 Slides About Communicating Vulnerabilities:

 Slide 5.1 -Ensure your messages can REACH the most vulnerable
 Slide 5.2 -Ensure your messages are useful to the most vulnerable – they
meet their needs
 Slide 5.3 -Ensure you break down information so that people can
understand e.g. whether explaining terms re storms and hurricanes or
telling people about the types of benefits available.
 Slide 5.4-Ensure the services and benefits you communicate about are
relevant to your target audience. For example, messages about insurance
and savings would not be relevant to the poorest of the poor but they
could be very relevant for some low income groups.
 Slide 5.5 Ensure you share information about vulnerabilities with other
implementers.
 31

4. Learning Activity 5.3 Communicating Effectively

Slide 5.6 Communication as a two way process and being as much about listening
as about speaking. Ask participants how much of our waking hours they think we
spend communicating with others. Acknowledge responses. Studies tell us we
spend most of our waking hours -about 70-80%- communicating with others.
Slide 5.7-Of this time, we spend 9% writing; 16% reading; 30% talking and 45%
listening.

Discussion Point: Communication is a big part of what we do in working

with communities and others, and listening is a significant part of that.
There is however a big challenge. Here are some facts:
The average person speaks at about a rate of 125-150 words per minute.
The average person also has the capacity to hear at a rate of about 400
words per minute.
What are the challenges that can come out of this discrepancy?

Sum up discussion by pointing out that the discrepancy gives extra time to think
about or focus on other things rather than what is being said by the other person.
This affects how effectively and efficiently we can listen. Also listening is not easy- it
is hard work. We often become distracted by other things – how the listener looks,
sounds, emotional triggers caused by words or the topic or some point we don’t
agree with.

One way to improve communication is to become better listeners. In communicating

key messages about disaster preparedness, about health, about social protection
benefits to our communities, we should follow some key steps. In planning
to communicate effectively we must:

Slide 5.8 Identify clearly the issue or situation we will be communicating about
Slide 5.9 Understand as much as possible about the persons we are communicating to
(even if it means in an unexpected situation we have to quickly sum up what we can
about the person/s.)
Slide 5.10 Understand the context in which our target audience operates/the
environment around the person
Slide 5.11 Ensure we are informed and on point with our messages/information
which we have to deliver
Slide 5.12 – Only after listening and learning all this can we really be able to take an
informed decision about what, when and how to communicate.
 32

5. Learning Activity 5.4 The Who, What, When, Where and How of
Communicating Disaster Responsive Social Protection.
Based on previous sessions and what was identified as the focus of disaster
responsive SP we can now identify:
Slide 5.13: Who we communicate with: Communities/Groups We Serve; Most
Vulnerable; Fellow Implementers; Other Relevant Stakeholders. In order to
effectively support and deliver services we have to communicate with our
team members, support agencies, other stakeholders as well as with the groups we
serve who are our primary audience. We also have to communicate with persons
who may not be directly connected to the services but have significant influence in
the community or potential impact on service delivery and resources available.

Slide 5.14: What messages do we communicate? About the SP actions needed

and support available at each phase of the DRM process; Risks, Vulnerabilities and
Needs; The Resources Available. Key messages MUST relate to identifying
risks and vulnerabilities, mitigative action to reduce these risks and
vulnerabilities and to protect lives, livelihoods and income. Key messages
MUST also speak to what assistance is available, the process for accessing
assistance, what persons need to do and what resources have or have not been
made available for relief and recovery. Key messages must also speak to
building back better, making the best use of the funds provided and giving
guidance/referrals to agencies that can support resilience building.

Slide 5.15: When do we communicate? We are required to communicate the messages

at the relevant phases of DRM process i.e. there are relevant messages for all
phases. During the hurricane season or right before or after disasters are obvious
moments, as are designated training workshops or sessions. However we also have
to identify ‘teachable moments’/windows of opportunity in our interactions with
communities, stakeholders and others to share messages in order to try to
ensure disaster responsive SP. Ask participants to identify a few teachable moments
in their daily work routine and interface with community members. Take responses.

Slides 5.16 and 5.17 How do we communicate. We use what we can find to reach our
audience. The Trust Fund has produced tools – print and videos which can be used
with our target groups. ODPEM also has material on disaster preparedness and
response which can be used as a starting point to talk about social protection issues.
Don’t just hand out material or show video. Use the tools for discussion and
share and go through the information with clients.
Recent events in Jamaica which are things people know of/are talking about/are in
the news are also a good starting point e.g. recent floods or fires, their impact
and what could have been done to protect income and livelihoods. This is
linked to identifying and using teachable moments – opportunities that come up
to start the conversation on the issue.
Finally, tell participants that as service providers and volunteers they know
their communities and what types of communication work with them i.e. social
media, cell phone, peer groups, using community events or community
organisations such as church, youth clubs, citizens groups etc. Identify and
 33

use what works to communicate.

⁻
Slide 5.18 & 5.19 Be aware that you are a tool for communication.
Interpersonal communication is critical. Communication is not just the
information you deliver but what you convey via tone of voice, facial
expressions, body language. It is not just what you say but how you say it and
what you do. Persons who are very poor or vulnerable often need
understanding/empathy, as well as matter of fact delivery of service.

Conclusion: Where Do We Go From Here? Slide 5.20 Next Steps: Share thoughts
on/discuss the use of the various tools listed including the poster, comic book and 4
page brochures produced under the Trust Fund Activities. Based on the
training sessions covered, ask participants to identify entry points/teachable
moments in their work to share disaster responsive SP information and to
use the tools identified to do so. This sharing should be with
both fellow implementers/stakeholders and with communities. Encourage
participants to see communication in its broadest sense from one-on-one
interactions to small groups to wider events or activities.
Possible Next Steps are:

⁻ Identifying the opportunities and integrating them into work plans

⁻ Planning new activities to share information on disaster responsive social
protection
⁻ Using teachable moments to share information via word of mouth but also
using any of the tools which are relevant

The Next Steps are up to you to find ways that will make your work easier, more
effective and better able to serve those you work with.
 34

Session 5: Tips for Effective

Communication
35