Community amenity, social connectedness and resilience: the informal respo…

Research papers, University of Canterbury Library

The characteristics of the local environment such as access to community amenity and facilities and their impact on health and wellbeing have been well researched. The question is can local amenity confer similar benefits to help facilitate community resilience? Research following the Christchurch, New Zealand February 22nd 2011 earthquake has shown that socially connected communities were able to respond and adapt with collective action. The informal community response was important in supporting residents until infrastructure and more formal structures could be put in place. This research provides support to the importance of social connectedness prior to a disaster to help foster community resilience. It discusses the role of local infrastructure such as shops, local pubs and community amenity in providing gathering places for people to meet and interact and share information. It shows that geographically defined communities with central meeting places were able to use social connections and from this collective action as support. Resilience is a by-product of having good social connections and community amenity helps to facilitate those connections.

Schools as Communities and for Communities: Learning From the 2010–2011 Ne…

Research papers, The University of Auckland Library

The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010–2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand’s historical records. From the wider study, data from the qualitative interviews highlighted themes such as children’s responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation http://www.schoolcommunitynetwork.org/SCJ.aspx