Citation

Siswa Widyatmoko C, Tan ET, Conor Seyle D, Haksi Mayawati E, Cohen Silver R. Sch. Psychol. Int. 2011; 32(5): 484-497.

Copyright

(Copyright © 2011, SAGE Publishing)

DOI

10.1177/0143034311402919

PMID

unavailable

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.