Vincenzo Bollettino, Tilly Alcayna, Philip Dy, and Patrick Vinck
In recent years, the notion of resilience has grown into an important concept for both scholars and practitioners working on disasters. This evolution reflects a growing interest from diverse disciplines in a holistic understanding of complex systems, including how societies interact with their environment. This new lens offers an opportunity to focus on communities’ ability to prepare for and adapt to the challenges posed by natural hazards, and the mechanism they have developed to cope and adapt to threats. This is important because repeated stresses and shocks still cause serious damages to communities across the world, despite efforts to better prepare for disasters.
Scholars from a variety of disciplines have developed resilience frameworks both to guide macro-level policy decisions about where to invest in preparedness and to measure which systems perform best in limiting losses from disasters and ensuring rapid recovery. Yet there are competing conceptions of what resilience encompasses and how best to measure it. While there is a significant amount of scholarship produced on resilience, the lack of a shared understanding of its conceptual boundaries and means of measurement make it difficult to demonstrate the results or impact of resilience programs.
If resilience is to emerge as a concept capable of aiding decision-makers in identifying socio-geographical areas of vulnerability and improving preparedness, then scholars and practitioners need to adopt a common lexicon on the different elements of the concept and harmonize understandings of the relationships amongst them and means of measuring them. This article reviews the origins and evolution of resilience as an interdisciplinary, conceptual umbrella term for efforts by different disciplines to tackle complex problems arising from more frequent natural disasters. It concludes that resilience is a useful concept for bridging different academic disciplines focused on this complex problem set, while acknowledging that specific measures of resilience will differ as different units and levels of analysis are employed to measure disparate research questions.
Humankind has always lived with natural hazards and their consequences. While the frequency and intensity of geological processes may have remained relatively stable, population growth and infrastructure development in areas susceptible to experiencing natural hazards has increased societal risk and the losses experienced from hazard activity. Furthermore, increases in weather-related (e.g., hurricanes, wildfires) hazards emanating from climate change will increase risk in some countries and result in others having to deal with natural hazard risk for the first time.
Faced with growing and enduring risk, disaster risk reduction (DRR) strategies will play increasingly important roles in facilitating societal sustainability. This article discusses how readiness or preparedness makes an important contribution to comprehensive DRR. Readiness is defined here in terms of those factors that facilitate people’s individual and collective capability to anticipate, cope with, adapt to, and recover from hazard consequences. This article first discusses the need to conceptualize readiness as comprising several functional categories (structural, survival/direct action, psychological, community/capacity building, livelihood and community-agency readiness).
Next, the article discusses how the nature and extent of people’s readiness is a function of the interaction between the information available and the personal, family, community and societal factors used to interpret information and support readiness decision-making. The health belief model (HBM), protection motivation theory (PMT), person-relative-to-event (PrE) theory, theory of planned behavior (TPB), critical awareness (CA), protective action decision model (PADM), and community engagement theory (CET) are used to introduce variables that inform people’s readiness decision-making. A need to consider readiness as a developmental process is discussed and identifies how the variables introduced in the above theories play different roles at different stages in the development of comprehensive readiness.
Because many societies must learn to coexist with several sources of hazard, an “all-hazards” approach is required to facilitate the capacity of societies and their members to be resilient in the face of the various hazard consequences they may have to contend with. This article discusses research into readiness for the consequences that arise from earthquake, volcanic, flood, hurricane, and tornado hazards. Furthermore, because hazards transcend national and cultural divides, a comprehensive conceptualization of readiness must accommodate a cross-cultural perspective. Issues in the cross-cultural testing of theory is discussed, as is the need for further work into the relationship between readiness and culture-specific beliefs and processes.