Coping with Natural Disasters in Yogyakarta, Indonesia: The Psychological State of Elementary School Children as Assessed by Their Teachers

Autor/inn/en	Widyatmoko, C. Siswa; Tan, Edwin T.; Seyle, D. Conor; Mayawati, E. Haksi; Silver, Roxane Cohen
Titel	Coping with Natural Disasters in Yogyakarta, Indonesia: The Psychological State of Elementary School Children as Assessed by Their Teachers
Quelle	In: School Psychology International, 32 (2011) 5, S.484-497 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311402919
Schlagwörter	Natural Disasters; Posttraumatic Stress Disorder; Foreign Countries; Psychological Patterns; Elementary School Teachers; Coping; Mental Health; Health Needs; Teacher Attitudes; Elementary School Students; Stress Management; Counseling Techniques; Child Behavior; Behavior Problems; Teacher Role; Symptoms (Individual Disorders); Indonesia + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bewältigung; Psychohygiene; Lehrerverhalten; Stressmanagement; Stressbewältigung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Lehrerrolle; Psychiatrische Symptomatik; Indonesien
Abstract	The nation of Indonesia is in an area of geological instability, resulting in repeated and severe natural disasters. As a result, Indonesian residents are likely to be exposed repeatedly to significant traumatic events. Researchers and clinicians working in such areas face the challenge of assessing large groups of people exposed to trauma and identifying culturally-specific as well as culturally-invariant symptoms of distress. The current study addressed these issues by using teachers as a point of contact for working with affected children. Elementary school teachers from 16 schools affected by a major earthquake in Central Java, Indonesia in 2006 reported on the continuing symptoms exhibited by their students approximately two years later. Teachers identified--in their own words--behavioral problems that children had developed following the earthquake. On average, 4.5% (SD = 5.0%) of children were identified as exhibiting problematic behavior two years after the earthquake (individual school rates ranged from 0.5% to 17.12%), with negative school-based behaviors (e.g. lack of academic motivation) reported as the most common symptom. Other symptoms were consistent with Western-identified posttraumatic stress, and two culturally-specific symptoms were identified. Teachers can serve as an effective first-line resource for assessing the psychological state of children exposed to natural disasters. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10