TÜRKÇE
ENGLISH
Information
| Unit | |
| Code | SD0788 |
| Name | Child and Family Resilience in Disasters |
| Term | 2026-2027 Academic Year |
| Term | Fall |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Üniversite Dersi |
| Label | UCC University Common Course |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi Emel YÜRÜK |
| Course Instructor |
Dr. Öğr. Üyesi Emel YÜRÜK
(Güz)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim of this course is to enable students in different undergraduate programs to assess disaster risk from a child and family perspective. Within the scope of the course, students are expected to analyze pre-disaster risk reduction and preparedness, safety and service continuity during a disaster, and post-disaster recovery processes in accordance with the principles of children's rights, the best interests of the child, developmental needs, family integrity, psychosocial support, equality, accessibility, and inclusion. The goal is for students to develop evidence-based, ethical, applicable, and interdisciplinary work aimed at strengthening the resilience of children and families to disasters by the end of the course.
Course Content
The concepts of disaster, hazard, exposure, vulnerability, capacity, risk, and resilience; the Sendai Framework for Disaster Risk Reduction; the Turkish Disaster Risk Reduction Plan and the Turkish Disaster Response Plan; how children are affected by disasters; needs according to developmental stages; family and community resilience; children's rights and meaningful participation of children; family disaster plan; emergency kit; evacuation, communication, and family reunification plans; children with disabilities, chronic illnesses, or drug or medical device dependencies; migrant, refugee, and displaced children; child protection in disasters; continuity of shelter, nutrition, water, sanitation, hygiene, health, education, and care services; disaster risk communication; combating misinformation; basic principles of psychological first aid; loss, grief, and uncertainty; the role of education, play, and routines in recovery; climate change-related disasters; and a community-based resilience and better reconstruction approach.
Course Precondition
Resources
1. United Nations Office for Disaster Risk Reduction. (2015). Sendai framework for disaster risk reduction 2015–2030. United Nations. https://www.undrr.org/media/16176/download 2. United Nations Office for Disaster Risk Reduction. (2024). Sendai framework for disaster risk reduction: For children. UNDRR. https://www.undrr.org/publication/educational-materials/sendai-framework-disaster-risk-reduction-children 3. United Nations Office for Disaster Risk Reduction. (2024). Call to action: Road to resilience for Europe and Central Asia's children and youth. UNDRR. https://www.undrr.org/publication/call-action-road-resilience-europe-and-central-asias-children-and-youth 4. Inter-agency Network for Education in Emergencies. (2024). INEE minimum standards for education: Preparedness, response, recovery. INEE. https://inee.org/minimum-standards 5. United Nations Children’s Fund. (2020). Core commitments for children in humanitarian action. UNICEF. https://www.unicef.org/emergencies/core-commitments-children 6. Disaster and Emergency Management Presidency. (2022). Turkey Disaster Risk Reduction Plan (TARAP) 2022–2030. AFAD. https://www.afad.gov.tr/turkiye-afet-risk-azaltma-plani-tarap 7. Disaster and Emergency Management Presidency. (2022). Turkey Disaster Response Plan. AFAD. https://www.afad.gov.tr/planlar 8. World Health Organization & United Nations Children’s Fund. (2024). Mental health of children and young people: Service guidance. World Health Organization. https://www.who.int/publications/i/item/9789240100374 9. World Health Organization Regional Office for Europe. (2025). Quality standards for child and youth mental health services. WHO Regional Office for Europe. https://www.who.int/europe/publications/i/item/WHO-EURO-2025-11318-51090-77776 10. Alliance for Child Protection in Humanitarian Action. (2019). Minimum standards for child protection in humanitarian action. The Alliance. https://alliancecpha.org/en/CPMS_home 11. Sphere Association. (2018). The Sphere handbook: Humanitarian charter and minimum standards in humanitarian response (4th ed.). Sphere Association. https://spherestandards.org/handbook-2018/ 12. World Health Organization, War Trauma Foundation, & World Vision International. (2011). Psychological first aid: Guide for field workers. World Health Organisation. https://www.who.int/publications/i/item/9789241548205
Notes
1. United Nations Office for Disaster Risk Reduction. (2015). Sendai framework for disaster risk reduction 2015–2030. United Nations. https://www.undrr.org/media/16176/download 2. United Nations Office for Disaster Risk Reduction. (2024). Sendai framework for disaster risk reduction: For children. UNDRR. https://www.undrr.org/publication/educational-materials/sendai-framework-disaster-risk-reduction-children 3. United Nations Office for Disaster Risk Reduction. (2024). Call to action: Road to resilience for Europe and Central Asia's children and youth. UNDRR. https://www.undrr.org/publication/call-action-road-resilience-europe-and-central-asias-children-and-youth 4. Inter-agency Network for Education in Emergencies. (2024). INEE minimum standards for education: Preparedness, response, recovery. INEE. https://inee.org/minimum-standards 5. United Nations Children’s Fund. (2020). Core commitments for children in humanitarian action. UNICEF. https://www.unicef.org/emergencies/core-commitments-children 6. Disaster and Emergency Management Presidency. (2022). Turkey Disaster Risk Reduction Plan (TARAP) 2022–2030. AFAD. https://www.afad.gov.tr/turkiye-afet-risk-azaltma-plani-tarap 7. Disaster and Emergency Management Presidency. (2022). Turkey Disaster Response Plan. AFAD. https://www.afad.gov.tr/planlar 8. World Health Organization & United Nations Children’s Fund. (2024). Mental health of children and young people: Service guidance. World Health Organization. https://www.who.int/publications/i/item/9789240100374 9. World Health Organization Regional Office for Europe. (2025). Quality standards for child and youth mental health services. WHO Regional Office for Europe. https://www.who.int/europe/publications/i/item/WHO-EURO-2025-11318-51090-77776 10. Alliance for Child Protection in Humanitarian Action. (2019). Minimum standards for child protection in humanitarian action. The Alliance. https://alliancecpha.org/en/CPMS_home 11. Sphere Association. (2018). The Sphere handbook: Humanitarian charter and minimum standards in humanitarian response (4th ed.). Sphere Association. https://spherestandards.org/handbook-2018/ 12. World Health Organization, War Trauma Foundation, & World Vision International. (2011). Psychological first aid: Guide for field workers. World Health Organisation. https://www.who.int/publications/i/item/9789241548205
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | It explains the concepts of disaster, hazard, exposure, vulnerability, capacity, risk, and resilience in the context of children and families. |
| LO02 | It analyzes how factors such as age, developmental stage, disability, chronic illness, caregiver dependency, poverty, and migration affect children's experience of disaster. |
| LO03 | It distinguishes between the physical, psychosocial, educational, and protection needs of children and families before, during, and after a disaster. |
| LO04 | Children's rights apply the principles of the best interests of the child, meaningful participation, family integrity, non-maleficence, and child protection to disaster scenarios. |
| LO05 | A family disaster plan includes the needs of the children, an emergency kit, evacuation plans, communication plans, and a family reunification plan. |
| LO06 | It evaluates disaster risk and crisis communication messages in terms of accuracy, developmental appropriateness, accessibility, inclusiveness, and the risk of misinformation. |
| LO07 | It clarifies the boundaries between basic psychosocial support and situations requiring expert assessment and referral. |
| LO08 | It develops an evidence-based, ethical, and feasible project aimed at improving child and family resilience. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Course introduction; concepts of disaster, hazard, exposure, vulnerability, capacity, risk, and resilience. | Review of the course information package and the Sendai Framework summary. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | The varying impacts of disasters on children and families. | Reading a brief disaster scenario involving children and family. | Öğretim Yöntemleri: Anlatım, Örnek Olay |
| 3 | Child and family-focused disaster risk assessment | Examining publicly available disaster risk information related to the living environment. | Öğretim Yöntemleri: Anlatım, Grup Çalışması |
| 4 | Children's rights, the best interests of the child, participation, and disaster ethics. | Reading the relevant articles of the Convention on the Rights of the Child | Öğretim Yöntemleri: Anlatım, Tartışma |
| 5 | Family disaster plan, emergency kit, evacuation, communication and family reunification. | Review of AFAD family preparedness materials. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 6 | Infants, children with disabilities and chronic illnesses; drug and device addiction | Reviewing an inaccessible disaster plan | Öğretim Yöntemleri: Örnek Olay, Anlatım |
| 7 | Disaster risk communication, early warning messages, media, and misinformation. | Evaluating a selected disaster message. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Alıştırma ve Uygulama |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
|
| 9 | In the early stages of a disaster, security, shelter, water, sanitation, hygiene, nutrition, and health are crucial. | Reading the relevant sections from Sphere and UNICEF standards. | Öğretim Yöntemleri: Anlatım, Örnek Olay |
| 10 | Child protection in disasters; separation, neglect, abuse, exploitation, and manipulation systems. | Examining a fictional child protection scenario. | Öğretim Yöntemleri: Anlatım, Örnek Olay |
| 11 | Psychosocial influences and psychological first aid. | Reading the basic sections of the WHO Psychological First Aid Guide. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Rol Oynama |
| 12 | The role of education, play, routines, and social connections in healing. | Reading selected sections from the INEE 2024 standards. | Öğretim Yöntemleri: Anlatım |
| 13 | Post-disaster recovery, family resilience, and better reconstruction. | Examining the post-disaster recovery scenario. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Soru-Cevap |
| 14 | Climate change, displacement and disaster inequalities | Reviewing a recent corporate report. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 15 | Student project presentations | Preparation of the project report and presentation. | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 16 | Term Exams | Ölçme Yöntemleri: Ödev, Yazılı Sınav |
|
| 17 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 1 | 14 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 8 | 8 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 5 | 5 |
| Final Exam | 1 | 10 | 10 |
| Total Workload (Hour) | 65 | ||
| Total Workload / 25 (h) | 2,60 | ||
| ECTS | 3 ECTS | ||