Teacher Readiness In Coastal Areas Of Banten To Handle Post-Natural Disaster Trauma
DOI:
https://doi.org/10.47453/coution.v6i1.2765Abstract
Banten is a province with a fairly high potential for natural disasters. Natural disasters can cause trauma. Trauma if not handled properly will cause Post Traumatic Stress Disorder and even spread across generations. The handling of trauma and the impact of natural disasters that is quite effective in Indonesian society is school/education-based because all Indonesian citizens
experience the learning process at various levels. Teachers must be prepared to handle child
trauma as part of disaster mitigation. This study aims to map the condition of teacher readiness
in dealing with traumatized children as part of a more comprehensive disaster mitigation effort.
This study used a survey method with a sample of 100 teachers who were taken accidentally
when school-based disaster management skills training activities were held. The research data
were processed descriptively. The results of the study showed that the calling home indicator
data was at 75% and was in the good category, relation building at 85% or in the very good category, emergency at 67% was in the good category, school trauma at 40% was in the sufficient category, and finally Assessment 15% was in the very poor category.
Downloads
References
Afiati, E., Handoyo, A. W., Muhibah, S., & Al Hakim, I. (2020). Terapi Bermain Bagi Siswa
Korban Bencana Tsunami Di Kecamatan Sumur Banten. Jurnal Penelitian Bimbingan
Dan Konseling, 5(1).
Bonanno, G. A., Westphal, M., & Mancini, A. (2011). Resilience to Loss and Potential Trauma.
Ssrn. https://doi.org/10.1146/annurev-clinpsy-032210-104526
BPS. (2018). Banten dalam Angka 2018.
Campbell, R. L., & Germain, A. (2016). Nightmares and posttraumatic Stress disorder (PTSD).
Current Sleep Medicine Reports, 2(2), 74–80.
Chou, F., & Buchanan, M. J. (2021). Intergenerational trauma: A scoping review of crosscultural applications from 1999 to 2019. Canadian Journal of Counselling and
Psychotherapy, 55(3), 363–395.
Filio, S. (2021). Responding to Student Trauma: A Toolkit for Schools in Times of Crisis. Free
Spirit Publishing.
Frissa, S., Hatch, S. L., Gazard, B., Fear, N. T., Hotopf, M., & Team, Selc. S. (2013). Trauma and current symptoms of PTSD in a South East London community. Social Psychiatry and
Psychiatric Epidemiology, 48(8), 1199–1209.
Grand, S., & Salberg, J. (2016). Trans-generational trauma and the other: Dialogues across
history and difference. Taylor & Francis.
Handoyo, A. W. (2019). Studi Pola Pengasuhan Anak Para Ibu Korban Erupsi Merapi.
Medikons: Jurnal Prodi Bimbingan Dan Konseling Unisri Surakarta, 5(1).
Handoyo, A. W. (2020). Pelatihan pola pengasuhan menghadapi anak trauma. Riau Journal of
Empowerment, 3(3), 171–182.
Handoyo, A. W., Afiati, E., & Khairun, D. Y. (2020). Kurikulum Tanggap Bencana bagi
Mahasiswa Bimbingan dan Konseling. Prosiding Seminar Nasional Bimbingan Dan
Konseling Universitas Negeri Malang, 35–42.
Huda, S. M. (2018). Kerjasama Guru Dan Orang Tua Dalam Meningkatkan Hasil Belajar
Siswa. Universitas Islam Negeri Sumatera Utara Meddan.
Lee, J.-Y., Kim, S.-W., & Kim, J.-M. (2020). The impact of community disaster trauma: a focus
on emerging research of PTSD and other mental health outcomes. Chonnam Medical
Journal, 56(2), 99.
Loomis, A. M., Rabuka-Conklin, F., & DeSilva, C. (2024). Effects of Trauma-Informed
Training on Teacher Perceptions of Child Outcomes: Student-Teacher Relationships,
Behavior, and Expulsion Risk. Early Childhood Education Journal, 1–12.
Malone, P. A. (2016). Counseling Adolescents Through Loss, Grief, And Trauma. Routledge.
Prayitno, E. A., & Amti, E. (2004). Dasar-dasar bimbingan dan konseling. Jakarta: Rineka
Cipta.
Reed, S. B. (2007). Measuring the Emotional Impact of an Event. http: //psychotherapycenter.com/counseling-issues/trauma-and-stressors /ptsd-post-traumatic-stress-disordertherapy/measuring-the-emotional-impact-of-an-event/
Rochani, & Handoyo, A. W. (2020). Curriculum of Disaster Response for Students of Guidance
and Counselling. International Journal of Innovation, Creativity and Change, 12(5), 676–
Røkholt, E. G., Schultz, J.-H., & Langballe, Å. (2016). Negotiating a new day: Parents’
contributions to supporting students’ school functioning after exposure to trauma.
Psychology Research and Behavior Management, 81–93.
Rusilowati, A., Supriyadi, Binadja, A., & Mulyani, S. E. S. (2012). Mitigasi Bencana Alam
Berbasis Pembelajaran Bervisi Science Environment. Jurnal Pendidikan Fisika Indonesia
(Indonesian Journal of Physics Education), 8(1), 51–60.
Rusmana, N. (2009). Konseling Kelompok bagi Anak Berpengalaman Traumatis. Rizqi Press.
Shiwaku, K., Sakurai, A., & Shaw, R. (2016). Disaster resilience of education systems :
experiences from Japan.
Spitzer, C., Barnow, S., Völzke, H., John, U., Freyberger, H. J., & Grabe, H. J. (2009). Trauma,
posttraumatic stress disorder, and physical illness: findings from the general population.
Psychosomatic Medicine, 71(9), 1012–1017.
Taslim, M., Pasaribu, A. J., & Samudra, A. A. (2024). Analisis Mitigasi Bencana Banjir Di
Kota Tangerang Selatan. Media Bina Ilmiah, 18(8), 2187–2202.
Wilson, J. P., & Keane, T. M. (2004). Assessing psychological trauma and PTSD. Guilford
press.
Downloads
Published
Versions
- 2025-07-09 (2)
- 2025-06-13 (1)
Issue
Section
License
Copyright (c) 2025 Coution: Journal Counseling and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
