Mental Health Among Children Older than 10 Years Exposed to the Haiti 2010 Earthquake: a Critical Review

Blanc, Judite; Eugene, Dominique; Louis, Elizabeth Farrah; Cadichon, Jeff Matherson; Joseph, Jolette; Pierre, A; Laine, Roudly; Alexandre, Margarett; Huang, Keng Yen

doi:10.1007/s11920-020-01178-9

Cited by 9 publications

(6 citation statements)

References 31 publications

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“…Haiti earthquake (Blanc et al, 2020;Cénat et al, 2020;Daniels, 2021;Fath et al, 2020;Mika, 2020), Palu earthquake (Ho et al, 2021;Koul & Mulchandani, 2021;Rohit et al, 2021;Zhao, 2021), Nepal earthquake (He et al, 2018;Lay et al, 2017;Sharma et al, 2021;Spoon et al, 2020;Valagussa et al, 2021), Padang West Sumatra earthquake (Bothara et al, 2010;Chian et al, 2019;Lay et al, 2017;Muhammad et al, 2017;Rosyidi et al, 2011), and Aceh earthquake (Chanson, 2007;Hagan et al, 2007;Rusydy et al, 2020;Sørensen et al, 2007;Sufri et al, 2019) took many lives. The disasters present a significant challenge in developing appropriate disaster mitigation management models.…”

Section: Introductionmentioning

confidence: 99%

Natural Disaster Education in School: A Bibliometric Analysis with a Detailed Future Insight Overview

Saregar¹,

Sunyono²,

Hariri³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.</p>

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Section: Introductionmentioning

confidence: 99%

Natural Disaster Education in School: A Bibliometric Analysis with a Detailed Future Insight Overview

Saregar¹,

Sunyono²,

Hariri³

et al. 2022

INT J EDUC METHODOL

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“…Seventh, environmental adversities and mass violence such as a destroyed home or neighbourhood (e.g., due to a fire, natural disaster, or war) were also not included in the YCAS, but could affect mental health (Blanc et al, 2020;El-Khodary & Samara, 2018), warranting addition. Eighth, the YCAS did not assess whether someone grew up in foster care, a care home, or was raised by someone else than the biological parent(s).…”

Section: Content Additions To the Cammentioning

confidence: 99%

The Comprehensive Adversity Measure (CAM): A Measure of Early Adversity and its Severity

Schlechter,

Lutz,

Morina

et al. 2024

Preprint

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Early adversity (EA) scales often display insufficient content coverage and typically assess the presence of adversity, but not its severity. To address some of these limitations, we developed the 13-item Youth and Childhood Adversity Scale. We subsequently revised and expanded the scale regarding content coverage and item wording, resulting in a 22-item version, which we here validate in one cross-sectional (N = 1498; 43.9% females; 24.42 years old, SD = 3.72, range 18-30 years) and in one longitudinal study (N = 1084; 39.6% females; 32 years old, SD = 10.49, range 18-75 years). To reflect the nature of the revised measure more accurately, it was named the Comprehensive Adversity Measure (CAM). Exploratory factor analysis suggested a one-factor model for both the presence/absence and the severity facet, which both displayed good model fit in subsequent confirmatory factor analyses. Factor models demonstrated at least scalar measurement invariance across gender and country (US/UK). Validity of the CAM was supported by significant correlations with psychological distress, depression, anxiety, substance use, posttraumatic stress symptoms, obsessive-compulsive symptoms, suicide attempts, rumination, social comparison, self-esteem, and quality of life – concurrently and prospectively. Overall, the CAM offers a psychometrically-sound, content-wise comprehensive, and free to use assessment of EA.

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“…Anak merupakan kelompok yang paling rentan saat terjadi bencana. Kerentanan ini terjadi karena anak memiliki ketergantungan pada orang dewasa.Respon anak terhadap bencana tergantung pada faktor usia, karakteristik individu, dukungan keluarga dan sosial, tingkat keparahan bencana dan lama waktu peristiwa traumatis (Blanc et al,2020).Anak memiliki risiko lebih terdampak secara psikologis pasca bencana. Beberapa hasil studi mengenai dampak psikologis pada anak pasca bencana gempa bumi menuliskan bahwa 51% anak usia sekolah di Nepal yang berumur 7-16 tahun mengalami post traumatic sindrome disorder (PTSD) (Acharya, Bhatta, & Assannangkornchai,2018).…”

Section: Pendahuluanunclassified

Bantuan Edukasi melalui ‘Sekolah Darurat’ Yayasan Perintis Pendidik Nusa Sebagai Upaya Inovasi Sosial Pedesaan pada Lokasi Terkena Bencana Gempa Cianjur

Damari,

Dwi Haryanti,

Salsabila Huda

et al. 2023

near

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Bencana menyisakan trauma mendalam bagi semua yang mengalaminya. Anak- anak adalah bagian masyarakat yang rentan terhadap efek bencana. Gempa Cianjur November 2022 meluluh-lantakan banyak bangunan termasuk sekolah. Para murid tidak memiliki kegiatan pembelajaran, sehingga anak-anak menghabiskan waktu dengan bermain di tenda pengungsian. Dibutuhkan program pemulihan yang menguatkan mental anak. Tujuan kegiatan pengabdian ini adalah representasi tindakan responsif Yayasan Pendidik Nusa, yaitu bantuan edukasi ‘Sekolah darurat’ yang merupakan salah satu inovasi bagi upaya penyelesaian permasalahan pengembangan sumberdaya pedesaan yang terkena bencana. Tim pengabdian merupakan relawan yang membantu dalam Sekolah Darurat pada lokasi bencana. Program healing yang berdampak mumpuni adalah meningkatkan semangat belajar anak-anak paska gempa agar pulih dari traumanya . Pendirian sekolah darurat oleh Yayasan Perintis Pendidik Nusa dilakukan di 2 kecamatan. Yaitu di desa Suka jaya kecanatan Cugenang Cianjur dan desa Sukawangi kecamatan Warung kondang. Sejumlah 54 siswa di Sukajaya dan 52 siswa di Sukawangi. Kegiatan sekolah darurat selain melibatkan relawan dari luar kota Cianjur juga menggerakan 4 guru lokal untuk ikut mengajar. Pembelajaran dilakukan setiap hari , dilakukan setiap hari karena menguatkan mental para murid.

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Mental Health Among Children Older than 10 Years Exposed to the Haiti 2010 Earthquake: a Critical Review

Cited by 9 publications

References 31 publications

Natural Disaster Education in School: A Bibliometric Analysis with a Detailed Future Insight Overview

Natural Disaster Education in School: A Bibliometric Analysis with a Detailed Future Insight Overview

The Comprehensive Adversity Measure (CAM): A Measure of Early Adversity and its Severity

Bantuan Edukasi melalui ‘Sekolah Darurat’ Yayasan Perintis Pendidik Nusa Sebagai Upaya Inovasi Sosial Pedesaan pada Lokasi Terkena Bencana Gempa Cianjur

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