Community Resilience after Disasters: Exploring Teacher, Caregiver and Student Conceptualisations in Indonesia
Abstract
:1. Introduction
1.1. Conceptualising Community
1.2. Psychosocial Impacts of Disaster: What Do Communities Need to Be Resilient to?
1.3. Resilience to Disasters: From the Individual to the Community
1.4. Building Back Better: According to Whom?
1.5. Study Context
1.6. Summary and Aims of the Study
- How has the community coped with post-disaster challenges?
- How does the community conceptualise a strong post-disaster community?
- What does the community recommend for a resilient future?
2. Method and Materials
2.1. Participants
2.2. Procedure
2.3. Measures
2.4. Data Analysis
3. Findings
4. Discussion
5. Limitations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Coding Frame | ||
Coding category | Content | Example |
The home/living arrangement | Evacuation of home, damage/rebuilding of home, moving location, living in temporary accommodation, change in relationship with home, any mention of home of self or others | “The houses on the coast were rebuilt for the people whose houses were hit by the tsunami”. |
Livelihood and economic | Unstable economy, lack of finance (micro and macro scale), employment loss or change, mention of businesses | “Doing activities like making chips for business” |
Community participation and cohesion | Wider community togetherness, helping and altruism to those less fortunate, supporting, feeling closer to one another, practical action of mutual help (“gotong royong”) | “Help and support each other” |
Family support | Family support, any mention of family members | “By going on vacation with family” |
Built environment | Repair and improvement or on-going damage of the physical built environment, including infrastructure (i.e., roads, buildings, the city) | “Rebuilding the 4 Palu bridge so that the Palu community can transport wherever they can and don’t have to go around looking for a way”. |
External assistance (e.g., government or NGO) | Assistance external to the community of place. Mention of government (including provincial bureaucracy) or NGOs including both positive and negative support (i.e., including lack of support, unequal support or desired support), specific support schemes (i.e., to rebuild homes), government training (e.g., in disaster mitigation). Mention of aid provisions | “In the early days after the incident, the community was very dependent on assistance from the government and NGOs that helped…” |
Religiosity | Gratitude to God, attribution to God, individual prayer/religious activities, communal religious activities, relationship to God, importance of mosques | “Dhikr [collective form of prayer] with the people of Loru village in mosques” |
Relief from negative psychological/emotional experiences | Experiencing negative emotions including trauma, fear and anxiety; relieving trauma, fear and anxiety; professional support such as trauma healing and activities that relieve psychological distress and negative emotions | “There are people who hold trauma healing/events that function to relieve trauma for people affected by disasters”. |
Intra-personal psychological resources/strategies | Hardiness, strength of the people or individual, rising up, being enthusiastic, overcoming challenges, adopting a positive attitude/mental outlook, individual strategies to manage psychological responses (e.g., self-regulation to stay calm)Intra-personal strategies to control emotions | “Stay strong because you have experienced yesterday’s disaster so your strength is maintained…” |
Loss of life | Mention of death or loss of individuals or community members, reference to the disaster claiming lives or victims | “Some recover quickly and some don’t. For example, the people of Tito have experienced a lot of trauma, especially when they witnessed the death of their own family or relatives” |
Basic needs and necessities | Food, water, clothing, anything deemed essential Cleanliness/hygiene | “gotong royong [mutual help] to find necessities such as food, drink and evacuation equipment…” |
Return to normality | Normal life resuming including reopening of services, returning to pre-disaster experience, carrying out activities as usual | “Returning their pre-earthquake roles in their respective activities” |
Disaster mitigation, knowledge and awareness | Being more alert/careful, more knowledgeable or taking precautions against disaster, specific strategies of disaster mitigation such as tree planting | “Knowing about disaster mitigation” |
Note: Coding categories are not mutually exclusive, and responses may be assigned more than one category when the response clearly belongs to both. For example, the response “We are trying to lighten the burden on our fellow community members by carrying out social and religious actions” would be coded as both “community participation and cohesion” and “religiosity”. |
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Teachers (N = 40) | Caregivers (N = 40) | Students (N = 47) | |
---|---|---|---|
Age (years) | 27–59 (M = 49) | 25–57 (M = 43) | 14–15 (M = 14) |
Marital status | Married: 87% Single: 8% Widowed: 5% | Married: 98% Divorced: 2% | N/A |
Gender (% female) | 88% | 93% | 100% |
Highest education completed | 80% Postgraduate degree 18% None of the above | 60% Senior High School 18% Junior High School 13% Postgraduate Degree 8% Elementary School 3% Undergraduate Degree | N/A |
Religious | 95% Muslim 5% Christian | 90% Muslim 10% Christian | 81% Muslim 13% Christian 6% Other |
Household income (per month) in Indonesian Rupiah | 32% Less than IDR 4 Million 45% IDR 4–6 Million 19% IDR 6–8 Million 11% IDR 8–10 Million | 3% No Income 73% Less than IDR 4 Million 20% IDR 4–6 Million 0% IDR 6–8 Million 3% IDR 8–10 Million | N/A |
Disaster exposure (%) | |||
Experienced shaking | 100% | 100% | 96% |
Home was damaged | 88% | 93% | N/A |
Separated from household family | 76% | 65% | 66% |
Lost a close person | 63% | 55% | 57% |
Witnessed grotesque scenes (e.g., bodies) | 54% | 50% | 40% |
Injured | 37% | 28% | 45% |
Saw liquefaction | 34% | 15% | 28% |
Heard voices trapped under debris | 29% | 20% | 30% |
Saw tsunami | 12% | 15% | 23% |
Trapped under the debris | 17% | 10% | 11% |
Question Domain | Respondent | Question |
---|---|---|
Coping | Adults | How has your own community coped since the disaster? |
Students | Imagine a student your age is asking you for advice about how to feel better after a disaster. Based on how you and people you know dealt with problems after the 2018 disaster, what advice would you give? | |
Visions of a strong community | Adults | What would a strong community here in Palu look like after disaster? |
Students | As Mayor, what do you think your community has done well since the disaster? | |
Recommendations | Adults | What would you recommend to make your community stronger for the future? |
Students | Imagine you are the mayor of Palu and are in charge of improving Palu after the 2018 disaster. What would you change to make life better for the people who live here? |
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Parrott, E.; Bernardino, A.; Lomeli-Rodriguez, M.; Burgess, R.; Rahman, A.; Direzkia, Y.; Joffe, H. Community Resilience after Disasters: Exploring Teacher, Caregiver and Student Conceptualisations in Indonesia. Sustainability 2024, 16, 73. https://doi.org/10.3390/su16010073
Parrott E, Bernardino A, Lomeli-Rodriguez M, Burgess R, Rahman A, Direzkia Y, Joffe H. Community Resilience after Disasters: Exploring Teacher, Caregiver and Student Conceptualisations in Indonesia. Sustainability. 2024; 16(1):73. https://doi.org/10.3390/su16010073
Chicago/Turabian StyleParrott, Elinor, Andrea Bernardino, Martha Lomeli-Rodriguez, Rochelle Burgess, Alfi Rahman, Yulia Direzkia, and Helene Joffe. 2024. "Community Resilience after Disasters: Exploring Teacher, Caregiver and Student Conceptualisations in Indonesia" Sustainability 16, no. 1: 73. https://doi.org/10.3390/su16010073
APA StyleParrott, E., Bernardino, A., Lomeli-Rodriguez, M., Burgess, R., Rahman, A., Direzkia, Y., & Joffe, H. (2024). Community Resilience after Disasters: Exploring Teacher, Caregiver and Student Conceptualisations in Indonesia. Sustainability, 16(1), 73. https://doi.org/10.3390/su16010073