2015-06-23 I&S Agenda - Item 5 - Local Disaster Recovery Plan - Attachment 2

                          Noosa Local Disaster Recovery Plan 2015/2016

make use of naturally occurring support networks. Examples of types of social recovery
networks for men may include:
   men’s sheds, which encourage men to work on projects that will have real and practical
    benefits for themselves and the community and at the same time, provide opportunities
    to talk over their issues with others seek advice and give help
   tool libraries which are a practical and tangible way for men to receive assistance with
    tools that may have been lost or damaged as a result of the disaster
   locally organised events relevant to the men in an area affected by an emergency such
    as sporting and leisure activities and other outdoor pursuits
For many women, sharing their experiences is one of the most important aspects of their
personal recovery. Programs that focus on ways in which women can interact, learn and
share experiences are vital and may include:
   rural women’s networks
   locally organised events relevant to the women in an area affected by the disaster such
    as pampering weekends, gardening groups or women’s health information sessions
   support groups that facilitate the sharing of stories and experiences

23.17 Children and young people
The additional needs of children and youth need to be considered by the Community
Welfare Sub Committee.

Considerations include:
   recognition that children and youth are uniquely vulnerable following an emergency
    event and require targeted and specialised support
   children are not little adults and should not be managed in the same way as the adult
    population
   there is no one size fits all approach to recovery for children and youth and recovery
    plans must consider the developmental stage of those affected
The importance of family and community support in helping children and young people
overcome the impact of their experiences cannot be overstated. Parent information
sessions that provide advice and information to parents on ways to support their children
may be beneficial.

Local schools are key community organisations that can provide support to the younger
members of the community. Engaging with schools and education facilities to gauge the
level of impact on the young people in a community and involving them in development of
plans and activities will assist in ensuring young people are cared for after a disaster.

The Community Welfare Sub Committee should consider providing information to school
and childcare centres perhaps through newsletters that explain the activities and support
that are available to young people and children. While schools are an important conduit to
reach young people and children, consideration must be given to supporting young people
after school or during school holidays or closures. Holiday programs and mobile
playgrounds may be useful to provide suitable activities to children and young people.

23.18 Culturally and linguistically diverse communities
Non-English speaking people may be especially vulnerable to prolonged impacts following a
disaster by virtue of their inability to communicate well with emergency and relief workers,
and their difficulty accessing information that helps them to make sense of the event and its
aftermath.



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