Module 4

Participatory stakeholder engagement; Disaster

communication- importance, methods, barriers;Crisis
counselling Capacity Building: Concept – Structural and Non-
structural Measures, Capacity Assessment;Strengthening
Capacity for Reducing Risk
Participatory Stakeholder
Engagement Process: Explanation
with Case Study Example
• Participatory stakeholder engagement is crucial for any project,
particularly those that affect multiple groups with varying degrees of
power, knowledge, and resources. Below are the basic steps in
participatory stakeholder engagement, explained with an example of
a Disaster Risk Reduction (DRR) Project related to flood management
in a region.
• Step 1: Identify Key Stakeholders
• The first step is to identify the relevant stakeholder groups involved or
affected by the project. In the case of flood management, key
stakeholders include:
Participatory Stakeholder
Engagement Process: Explanation
with Case Study Example
• Targeted beneficiaries: Residents of flood-prone areas, particularly low-
income and vulnerable populations.
• Adversely impacted groups: Farmers and local businesses that may suffer
economic losses due to floods.
• Main supporters: Local government authorities, environmental agencies,
NGOs focused on disaster relief.
• Opponents: Industries located near rivers that may oppose new regulations.
• Those responsible for carrying out activities: Municipal authorities, disaster
response teams, environmental engineers.
• Those contributing financial and technical resources: International donors,
national disaster management authorities, technical experts.
Participatory Stakeholder
Engagement Process: Explanation
with Case Study Example
• Example Case Study: In a flood-prone region, the government is planning a flood mitigation
project involving the construction of levees and dams. Stakeholders include the affected
residents, government agencies, environmental NGOs, local industries, and technical
experts in disaster management. Each of these groups has different stakes in the project.

• Step 2: Assess Stakeholder Interests and Project Impacts

• Key questions to ask:
1. How does each group of stakeholders perceive the problem of flooding and the proposed
mitigation measures (e.g., levees, dams)?
2. What are their key concerns? (e.g., economic losses, environmental impact, relocation)
3. What are stakeholders’ expectations of the project? (e.g., flood prevention, safety,
economic growth)
Participatory Stakeholder
Engagement Process: Explanation
with Case Study Example
• Example Case Study:
• Residents may be concerned about the relocation or destruction of homes due to dam
construction.
• Farmers may fear loss of agricultural land but also hope for better irrigation.
• Industries may be concerned about stricter environmental regulations.
• Environmental NGOs are likely to focus on the ecological impact of dam construction.
• Government authorities are focused on reducing flood risks and ensuring public safety.

• Step 3: Stakeholder Prioritization

• After analyzing the interests and project impacts, stakeholders need to be prioritized based on
their importance and influence over the project. The team must decide which stakeholders
require more attention and resources.
Participatory Stakeholder
Engagement Process: Explanation
with Case Study Example
• Example Case Study:
• High Priority: Vulnerable residents who will benefit most from flood mitigation measures but may need
assistance to relocate.
• Moderate Priority: Environmental NGOs concerned about the ecological impact but with less direct
influence on project approval.
• Low Priority: Local industries who oppose the project due to potential regulatory restrictions but are not as
vulnerable to the immediate effects of flooding.

• Step 4: Outline a Stakeholder Participation Strategy

• This step involves developing a stakeholder action plan that details
specific activities and roles for each stakeholder group. Not all
stakeholders need to be involved continuously; some may only need
periodic updates or be engaged at key moments.
Participatory Stakeholder
Engagement Process: Explanation
with Case Study Example
• Example Case Study:
• Residents: Continuous engagement through regular meetings to
discuss relocation plans, safety measures, and compensation.
• Farmers: Engagement during the planning phase to assess the impact
on farmland and irrigation.
• Environmental NGOs: Involvement during the environmental impact
assessment to ensure ecological concerns are addressed.
• Local Industries: Kept informed about the project’s progress and
invited to public consultations.
Participatory Stakeholder
Engagement Process: Explanation
with Case Study Example
 DISASTER COMMUNICATION

• Communication is the act of transmitting information verbally or non-verbally.

• Communication is more than exchanging information; it’s about understanding the emotions and
intentions behind information.
BASIC STEPS IN COMMUNICATION (IMP):
• Forming of communicative intent
• Message composition
• Message encoding
• Transmission of signals
• Reception of signals
• Message decoding
• Interpretation
IMPORTANCE OF COMMUNICATION IN DRR (IMP):
• Communication promotes preparedness for disasters
• Communications provide early warning signals of disasters
• Communication facilitates proper response to disasters
 EFFECTIVE COMMUNICATION:
• Effective communication includes non-verbal communication, engaged listening,
managing stress in the moment, the ability to communicate assertively, and the capacity
to recognise and understand your own emotions and those of the person you are
communicating with.
STEPS TO EFFECTIVE COMMUNICATION (IMP):
• Use standard terminologies when communicating – risks, disaster, coping, resilience,
vulnerable, etc.
• Request and provide clarifications when needed – allow/encourage the beneficiaries to
respond to issues they are not sure of.
• The communicator should also be well informed about the situation of things within the
community where the information is to be disseminated.
• Ensure statements are direct and unambiguous.
• Inform appropriate individuals when the mission or the plan changes.
• Communicate all information needed by those individuals or teams external to the team.
• Use non-verbal communication appropriately.[conveying messages through body
language, facial expressions, gestures, posture, tone of voice, eye contact, and other
non-verbal cues.]
DIFFERENCE BETWEEN RISK COMMUNICATION AND CRISIS
COMMUNICATION (UNIV QSTN)

RISK COMMUNICATION CRISIS COMMUNICATION

Process of exchanging information among the people Process of exchanging information among the people
about nature, magnitude and control of risk during the crisis stage of a disaster

It is done during or before the disaster stage It is done after the disaster stage

Example to make it clear:

Crisis Communication: After the cyclone hits,
Risk Communication: Before a cyclone, authorities
authorities inform people about rescue operations,
issue weather alerts, explain the possible wind speed,
relief camps, medical aid, and steps to restore
flooding risk, and safety measures (like evacuation
normalcy.
routes).
DIFFERENCE BETWEEN RISK COMMUNICATION AND CRISIS
COMMUNICATION (UNIV QSTN)
Risk Communication Crisis Communication
Risk is often more nebulous and evolves over time. A crisis is a specific incident with a short time frame.

Principles for crisis communication include being there

Principles for risk communication include developing
first, giving right information, being credible,
and conveying the messages about the risks during
expressing empathy, promoting action to calm the
and prior to a disaster.
victims, and showing respect.

Risk communication tends to utilise messages from Crisis communication typically utilises messages from
experts and scientists. authoritative sources.
BARRIERS TO EFFECTIVE
COMMUNICATION:
• Non-focus on the issue at hand, not being attentive
• Avoid interruption, show interest in what is being said
• Avoid being judgemental but make provision for feedbacks
• Pay attention to non-verbal communication
• Be conscious of individual differences
• Keep stress in check but be assertive
BARRIERS TO EFFECTIVE
COMMUNICATION:
[Link]-focus on the issue at hand, not being attentive
• Meaning: When the communicator or listener is distracted or not
paying attention, the message is not understood correctly.
• Example: During a disaster briefing, if volunteers are checking their
phones instead of listening, they may miss important evacuation
instructions.
[Link] interruption, show interest in what is being said
• Meaning: Constantly interrupting or not showing interest can block smooth
communication.
• Example: If a community leader interrupts survivors while they are explaining
their needs after a flood, important details about food or medical shortages
may be missed.
BARRIERS TO EFFECTIVE
COMMUNICATION:
[Link] being judgmental but make provision for feedbacks
• Meaning: Passing judgments or criticizing discourages open communication.
Instead, one should listen and allow constructive feedback.
• Example: If a villager says they are scared to move to a relief camp, and the
officer replies, “Don’t be foolish, just do it”, the villager may stop sharing
concerns. A better approach is to ask, “What worries you about the camp?”
and provide reassurance.
[Link] attention to non-verbal communication
• Meaning: Body language, gestures, and facial expressions also convey
meaning, sometimes more than words. Ignoring them can cause
misunderstandings.
• Example: A survivor saying “I’m fine” while crying clearly shows they are not
fine. If rescuers ignore the non-verbal cues, they miss the real emotional need.
BARRIERS TO EFFECTIVE
COMMUNICATION:
[Link] conscious of individual differences
• Meaning: People differ in language, culture, education, and emotional state. Not
recognizing this creates barriers.
• Example: Using only technical terms like “magnitude of the cyclone” may confuse villagers
with no scientific background. Instead, saying “The storm will be very strong, like the 2018
flood” makes it clearer.
[Link] stress in check but be assertive
• Meaning: In tense situations, stress can make communication unclear or aggressive. Staying
calm and assertive ensures clarity.
• Example: During an earthquake response, a coordinator shouting angrily “Why didn’t you
bring the medical kit?!” increases panic. Instead, calmly but firmly saying, “We need the
medical kit immediately, please bring it here” ensures quick action without confusion.

• Good communication in disasters = attentive + respectful + clear + culturally

sensitive + calm.
 CRISIS
• Definition of Crisis
• A crisis is an acute disruption of psychological homeostasis in which one’s usual coping
mechanisms fail and there exists evidence of distress and functional impairment (Robert, 2005).
• Any serious interruption in the steady state or equilibrium of a person, family, or group. A
temporary disruption of psychological balance wherein usual coping
• Types of Crisis
• According to Stone (1993), the two basic kinds of crisis are developmental and situational.
• Other types of crises include Existential and Ecosystemic.
• Developmental → Normal life transitions.
• Situational → Sudden, unexpected events.(Disaster)
• Existential → Questions about life’s meaning and purpose.
• Ecosystemic → Large-scale crises caused by environmental or systemic disruptions.
• Counselling is a personal, face to face, relationship between two people in which the counsellor,
by means of the relationship and his special competencies, provides a learning situation in
which the counselee, a normal sort of person, is helped to know himself and his present and
possible future situations so that he can make use of characteristics and potentialities in a way
that is both satisfying to himself and beneficial to society; and further, can learn how to solve
future problems and meet future needs (Tolbert, 1972).
CRISIS COUNSELLING:
• Process of eliminating the emotional and psychological disturbances
of people, affected by a disaster
• It can be carried out by psycho educational counselling classes.
• It is a crucial part of recovery and reconstruction.
• It enables people to take right decisions.
• ➤ Crisis counselling occurs when a client who is destabilised
engages the services of a counsellor.
➤ The person is unable to cope with events in his/her life and,
consequently, may be wracked by destructive feelings of self-doubt,
anxiety, or guilt and may be engaging in hurtful behaviours.
➤ This crisis needs immediate attention otherwise there is the risk of
further personality or behavioural deterioration.
CRISIS COUNSELLING:
GOALS OF CRISIS COUNSELLING
• Help the person return to his usual level of functioning; decrease
anxiety;
• Help people who are in crisis recognize and correct behaviours and
cognitive distortions.
• Teach crisis-solving techniques;
• Give more assistance after immediate help is received.
• Safety: ensures the individual is safe, any risk has been reduced and
resources, if available, have been provided.
• Stability: ensures the individual is stable and has a short-term plan
which includes mastery of self and the emergency or disaster situation.
• Connection: helps connect the individual to formal and informal
resources and support.
3.2CHARACTERESTICS OF EFFECTIVE CRISIS
COUNSELLOR
• Effective crisis counsellors should possess characteristics such as:
❖ Self-Awareness: knows him/her self and empathise with clients without
becoming personally involved or emotional when people who have gone
personal experiences come to them.
❖ Non-judgemental: willing to listen all through to the client without casting
judgement on those in crisis.
❖ Non-Reactive: does not react to client’s outbursts or threats but be
completely supportive when client shows strong emotions.
❖ High Tolerance: remain calm when placed in tense and stressful situations.
❖ Specific Training: receive specific skills and techniques in crisis counselling
that are quite different from normal counselling.
STRENGTH & LIMITATIONS OF CRISISCOUNSELLING: