Situational Barriers to Disaster Resilience: Violence

1. Situational Barriers to Disaster Resilience: Violence Session 19

2. Session Objectives • Understand how different kinds of violence impact social groups in the U.S. • Relate the experience of violence to people’s vulnerability in disasters • Explain practical steps emergency managers can take to mitigate violence as a factor in disaster vulnerability

3. Forms of Violence • Intentional violence • Personal • Interpersonal • Structural violence • Corporate policies • Government policies • Political/military violence • Armed uprisings • Terrorist attacks • Police actions • Military service

4. Trends and Patterns of Violence in the U.S. • Most intentional violence occurs within rather than between race/ethnic groups • Youth are more affected by violence than other ages • Women and children are most subject to violence by family members or acquaintances • Disabled persons proportionately more at risk of violence • Occupations and workplaces expose some people to violence on a regular basis • More violence occurs among marginalized or stigmatized social groups

5. Violence Can Increase Salience of Emergency Preparedness • Seek information from emergency management authorities • Find emergency warnings credible • Make emergency plans at home • Increase workplace emergency planning • Assess personal vulnerabilities to all kinds of threats • Be vigilant about perceived threats to safety After September 11 attacks, Americans are more likely to:

6. Violence Can Increase Vulnerabilities of Some Groups • Daily routines • Where can I safely go? When? With whom? • Livelihoods • Is it safe to work here? • Attitudes toward risk • Is risk worth taking? What makes this risky? • Attitudes toward protection and self-protection • What can I do to be safer? • Attitudes toward protective authorities • Can I trust the government/military/police systems?

7. How Emergency Managers Can Mitigate Violence as a Risk Factor • Research local patterns of violence as part of vulnerability assessments • Increase knowledge about barriers limiting residents’ ability to move freely and safely in parts of the community • Increase knowledge of local resources supporting those living with fear and violence • Access information sources to map patterns of violence locally • Prioritize assistance to shelters housing people whose safety depends on these facilities • Consult with local advocacy groups about serving people who routinely live with fear and violence • Avoid unnecessarily intimidating symbolism • Address fear and violence as vulnerability factors in disaster education • Develop guidelines integrating advocacy groups into local emergency planning