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“Listening to Javanese Children
Voices to be Included in
The Policy Making ”
Nindyah Rengganis
Insititute for Community Behavioral Change
Yogyakarta INDONESIA
Children and Disasters
PERUBAHAN
FISIK
Earthquake
ANAKANAK
PERUBAHAN
SOSIAL
Background
Children positioned as unimportant party
y Children do not have special role to
decide, that is why they did not
participated in post earthquake .
Anderson (Peek, 2008)
y Children had special responses on their
experiences in Earthquake
y
Objectives
To get children’s perspectives toward their
psychological reactions toward disasters
descriptions
• Perception
how
• descriptions
• feelings
• Needs
• environment
• Self meaning
why
Methodology
Qualitative approach
y Children age: 9-12
who experienced earthquake on 2006
y 2 subvillages in Bantul Yogyakarta,
Indonesia
y Analysis: Thematic Coding
y
Data gathering: Mozaic Approach
Interview
With SO
Child
interview
Observation
Children
group activity
(kumpul
bocah)
Children
Interview
with teachers
Writing diary
Photograph
Picture
telling
Social and Cultural context
y
y
y
y
y
Children stay with their family and live in same house as
before eartquake.
Children growth in family who gave special task and
rules
Parent gave advices without proper explanation
Schools destroyed by earthquake and pupils had day
off/long holiday for reconstruction
Children plays with neighbours and peer
Description of eartquake
Understanding from
School/
teacher
media
children
neighbour
parents
Children development by
Broferbrenner
Ekologis
(community)
Makrosystem
(community/surround)
Mesosystem
(family)
Mikrosystem
(children itself)
Social
Sains
Religius
Perception toward earthquake
Social context perception
Earthquake happen from a long time ago,
there is myth about ‘big snake moved
under earth”
y Got from parents and grandparents
y Earthquake could happen anywhere, story
of tsunami in Aceh gave understanding it
could happen to them
y
Preparedness were
interested topic for children
Religiusity context
Eartquake as cobaan, and punishment
from God. God send earthquake to make
people to be more religious. (came from
parents and adult)
y Children had capacity to choose which
religiusity was not related to eartquake
y
Scientific context
Eartquake as natural event related to
earth and its process
y Following with procedure for survival
y
Environment contributed children
reaction
y How
to survive follow adults
behaviors
y Warning from parents stayed in
children mind and guided to their
reactions
y They need more explanation rather
than story of suffer from teachers
Emotion
Feeling of Uncomfortable: when
activity was out of their habit
y Glad: better quality of school building
y Sad: lost of family and friend
y Pity: saw other victims
y Worry: thinking about where to live
y Panic: heard tsunami rumors
y Scared: did’t know what happened
y
y
Feeling of dislike to
chicken, she said that
those chicken stole
her rice after
earthquake
Needs
y
y
y
y
Foods, cloths, house
Rebuilding school
Comfortable place to
study and play (familiar
situation)
Limitations of play, runs,
because of many ruins
C hildren needs house,schoolto
getcover
N eeds ofdolland play tools
Environment
change
understanding
needs
Back
ground:
Earthquake
Social
Religious
ANAKANAK
Impacts
Aids
Emotional
feeling
Children voices and policy
Children was still under parent command
and intervention
y Important to understand their perception,
feeling and needs
y Comfort Environment for children
y