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The Function of the Stages of the New Conceptual
Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Step 1: Climate Risk Vulnerability Context: Relevance of
Understanding the Context (Fig. 2.3) . . . . . . . . . . . . . . . . . . . . . . . 20
Stage 2: Socio-Economic and Physical Effects on SODS
(Fig. 2.4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Stage 3: Human Capital Adaptation (Fig. 2.5) . . . . . . . . . . . . . . . . 21
Stage 4: Adjustment to Youth Development Policy Strategy
(Fig. 2.6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Stage 5: Linking Youth Development Outcomes
to the Broader Conceptual Framework (Fig. 2.7) . . . . . . . . . . . . . . 23
Model SIDS Used to Develop the Conceptual Framework:
St Vincent and the Grenadines . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
3 Implementation of the Conceptual Framework
for Youth Adaption in Climate Change on SIDS . . . . . . . . . . . . . 29
Section 1: The Participatory Mapping Process . . . . . . . . . . . . . . . . 30
Methodology for Using Participatory Mapping
Exercises as a Data Collection Tool . . . . . . . . . . . . . . . . . . . . . . 30
The Strength of Knowledge Mapping . . . . . . . . . . . . . . . . . . . . . 30
Analysis of GIS Maps on the Impact of CC Evolved from
Participatory Mapping Exercises . . . . . . . . . . . . . . . . . . . . . . . . 32
Reflection on the Participatory Mapping Exercise . . . . . . . . . . . 36
Critical Lessons to Be Learned from Implementing
the Participatory Mapping Exercise . . . . . . . . . . . . . . . . . . . . . . 38
Section 2: Implementation of the Conceptual Framework:
Collecting Data in the Field Utilising Top-Down
Interview with Policymakers and Senior Officials
and Bottom-Up Focus Group Discussion (FGD) with Youth . . . . . 39
Segment 1: Utilising Thematic Analysis Tool
to Analyse Data from FGD with Youth and Interview
with Policymakers and Senior Officials . . . . . . . . . . . . . . . . . . . 39
Summary of the Thematic Analytical Process . . . . . . . . . . . . . . 43
Summary of Analyses of the Top- Down
and Bottom-Up Approaches from Data Collected
from Interviews with Policymakers and Senior Officials
and Focus Group Discussions with Youth . . . . . . . . . . . . . . . . . . . . 45
Climate Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Human Interference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Rise in Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Storms and Hurricanes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Youth Preparedness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Change Enablers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
A New Climate Change Adaptation Policy . . . . . . . . . . . . . . . . . . . 56
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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