Friday, January 24, 2020 60-Minute Content Sessions

4:00 p.m. – 5:00 p.m.

Caring for the Community: Mobile Crisis Intervention Services & Clinical Best Practices Room: TA 222 Options are often limited when someone experiences a crisis. Mobile Response Teams in Florida are designed to provide stated funded, 24/7 on-demand crisis intervention services in the community. They are designed to address a variety of presenting concerns, including suicidal/homicidal ideation, mental illness, family/peer conflict, and other disruptive behaviors. Services include evaluation and assessment, development of safety/crisis plans, crisis counseling, education, development of coping skills, and linkage to appropriate resources. Mobile response services are available by trained crisis interventionists who work to deescalate crisis and work to develop strategies for future crises. *Melissa Justis, EdS & Kristin Hummel, EdS, Alachua County Crisis Center The Adventures of First Year School Counselors Room: TA 301 First year school counselor? Trying to figure out how to define your role, advocate for your position, and find work-life balance? The first year of school counseling can be daunting at every level. We know this firsthand and can provide insight into common obstacles such as; advocacy, defining your role, ethical issues, working relationships, and practicing self-care. You will leave us with a “first year toolbox” of ideas and suggestions to help you feel more confident and in the know when it comes to school counseling; something we wish we would have had but comes with experience. Our presentation will give you not only the tools to succeed, but excel in your first year of school counseling. Chloe Farrell, MA & Kristin Bider, MEd, Orange County Public Schools (FL) The Role of Mental Health Counselors in Integrated Behavioral Health Room: TA 302 Clinical mental health counselors play an essential role in integrated behavioral health in primary care settings. Attendees will learn about common mental health problems seen in primary care settings, team-based care, advocating for the patients’ mental health needs, and advocating for mental health counselors in medical settings. Alexander Fields, MA, NCC, K. Dayle Jones, PhD, LMHC, NCC, Niko Wilson, MA, LMHC, NCC, & Emel Bihorac, BS University of Central Florida Responding to the Needs of Children after a Disaster: What the Child Survivors of the 2004 Aceh Tsunami Tell Us about Their Experiences Room: MIRC Gallery Children are usually the most affected and most vulnerable age-groups prone to disasters. Disasters cause distress or even severe distress to children. They have a serious impact on the mental health, and social functioning for years afterward. Even though children are vulnerable and are often portrayed as fragile, passive and incapable, they demonstrate extraordinary capacities to assist themselves and maybe others in adversities. Children have voices and we need to learn to assist them better by listening to what they have experienced, what enables them, what kind of support they need most and what they need to learn to be more prepared for the future challenges and possible new or returning adversities. Maila Dinia Husni Rahiem, PhD, UIN Syarif Hidayatullah Jakarta

*Invited Presenter TA = Teaching Academy MIRC = Morgridge International Reading Center

Saturday, January 25, 2020 60-Minute Content Sessions

3:30 p.m. – 4:30 p.m. Whose Anxiety Is It Anyway: Understanding and Treating Anxiety Through Improv Room: TA 117 Anxiety. Hearing the word can bring varied reactions based off your own knowledge, experience, and approach. Has the thought of using improv ever shown up in your treatment plan? If not, this presentation might offer some valuable insights. While you don't have to be "funny" to treat anxiety or even to do improv, you will learn to embrace the "failure" in daily experiences. Learning to embrace the present moment with spontaneity will allow you the opportunity to explore your past. Improvisation in therapy is not about comedy but, setting the stage to understand where our anxiety stems from. This interactive session offers both practical and conceptual approaches to therapy and daily living. Bri Franklin, MA, University of Central Florida Mindful Self-Compassion in Clinical Practice: A Step by Step Intervention to Enhance Clients’ Emotional Resilience Room: TA 130 The practice of Mindful Self-Compassion can transform lives! It is revolutionizing self-care in mental health counseling. Mindful Self-Compassion is a new skill-building practice to cultivate inner strengths while attending to difficulties with understanding and kindness. Participants will learn how to teach clients the skills of mindful self-compassion to help them with their negative destructive thoughts. Through an experiential lecture, participants will learn that Mindful Self-Compassion is not sainthood, self-indulgence, or self-pity. The main learning outcome is about finding new ways to relate distress by reconnecting with the self and others in order to ease pain and gain greater emotional resilience, and well-being. Mindful Self-Compassion practices are empirically supported by the groundbreaking research of Kristin Neff and the clinical expertise of Christopher Germer. It includes the latest techniques from the science of well-being and positive psychology. Coralis Solomon, PhD, LMHC, NCC, Troy University Liberation as the Commitment of Critical Transformation: How "Waking Up" to Injustice Influences Multicultural and Social Justice Competency of Counselor Trainees Room: TA 201 Graduate counseling programs across the U.S. have made commitments to prepare counselor trainees to work with diverse clientele. A strong focus on multicultural competence training has existed for over twenty-five years, however, few counseling graduate programs have integrated both multiculturalism and social justice training as part of the course curriculum. This presentation discusses the findings from a qualitative research study on counselor trainees experiences of “waking up” within critical incidents and how critical incidents influenced them to study multiculturalism and social justice in counseling. Falon Thacker, PhD, University of Central Florida Educating, Engaging, and Empowering Students with Disabilities: A Psychoeducational Approach Room: TA 202A "The more you know." - NBC. "Knowledge is power." - Sir Francis Bacon. "Know thyself." - Socrates. We have learned the key to self-concept, self-determination, and self-advocacy is knowledge, and most importantly, knowledge of oneself. Too often, students with disabilities attend IEP/Transition meetings with no real concept of their own disability, what it means, or how it translates to accommodations and services. Session attendees will explore common disabilities in the general education environment, investigate research on self-concept and achievement for students with disabilities, and discuss ways to educate and support students with disabilities through a psychoeducational approach. Lindsey Pike, MSW, University of Central Florida

*Invited Presenter TA = Teaching Academy MIRC = Morgridge International Reading Center

ccie.ucf.edu/counselored/

PHOTO DISCLAIMER: Your attendance at the 2020 UCF Counseling Conference implies consent that University of Central Florida’s College of Community Innovation and Education (CCIE) may use photos taken of you at the event, without restriction, for any publication, exhibit, video, or other print or digital formats. If you prefer not to have your photo distributed, please email the ccieevents@ucf.edu

Responding to the Needs of Children after a Disaster: What the Child Survivors of the 2004 Aceh Tsunami Tell

Us about Their Experiences.

Maila Dinia Husni Rahiem UIN Syarif Hidayatullah Jakarta

Robin Ersing

University of South Florida

Presented in 2020 UCF Counselling Conference “Healing Through Awareness, Empowerment and Advocacy

UCF-College of Community Innovation and Education

Orlando, Florida, USA 24-25 January, 2020

Children are usually the most affected and most vulnerable age-groups prone to

disasters. They are vulnerable before, during and after disasters. Disasters result in ongoing

disruptions of their lives, from families, schooling, housing, healthcare, friendships and other

key areas of their lives; children face the risks of separation from guardians, long-term

displacement, injury, illness, and even death (Fothergill & Peek, 2017). Disasters cause

distress or even severe distress to children. Disasters affect the mental health and well-being

for years afterward (Bryant et al., 2017). Disasters have a serious impact on the mental health

and social functioning of children (Norris et al., 2002). The psychological impacts vary across

a range of harshness, extend along a wide timespan, and relate to the nature of the event; most

persons rebound quickly, while others progress to psychopathology including PTSD, major

depression, anxiety disorders and even substance abuse (Schultz et al., 2013). Natural disasters

impact children’s long-term learning abilities (Gibs et al, 2019). Disasters may decrease school

performance, regress child behaviors and increase aggressive play (Norman, 2011).

Even though children are vulnerable and are often portrayed as weak, fragile, passive

and incapable, they demonstrate extraordinary and sometimes unnoticed capacities, skills and

abilities to assist themselves and maybe others. Children have special needs and may require

different kind of support than adults, but they have the capacity within themselves that enable

them to contribute to disaster preparedness, response and recovery activities (Peek, 2008).

Anderson (2005) contested that children should actively contribute to planning, preparedness,

and response and recovery efforts. Children are creative and active human beings and they

could be involved and potentially support families and community preparedness and recovery

activities. Children who are able to bounce back after adversities have more resources within

themselves, their families and communities (Osofsky & Reuther, 2013). We must improve their

access to resources, empower them to be able, and to support and encourage them to bounce

back and even bounce forward after the disasters. Children are not just a small adult; they have

voices and we need to learn to assist them better by listening to what they have experienced,

what enables them, what kind of support they need most and what they need to learn to be more

prepared for the future challenges and possible new or returning adversities.

In this research, we studied children’s experiences facing disasters and their

perspectives on what they needed most during and after disaster and what they suggest to

prepare children to be ready or more aware about in facing disaster. We used the case study of

Acehnese children who survived the 2004 Aceh tsunami. We interviewed 27 child survivors

who were all aged 6-12 years old at the time of the disaster. They had lost one or both parents

and experienced terrible tragedy when the tsunami happened. Some of them managed to

successfully gain bachelor degrees, while some could not finish elementary school. There are

those who now have good professions and income, while some are jobless. Some of them know

what to do in their life and some do not know. Some of the victims had great family and

community support after the disaster, while others struggled and were left alone to fend for

themselves. These background differences, and what they are today, will be presented with

their stories. The study aims to better understand the child survivors’ perspectives of what is

important and needed to help support children during and after of a disaster.

References:

Anderson, W.A. (2005). Bringing Children into Focus on the Social Science Disaster Research Agenda. International Journal of Mass Emergencies and Disasters, 23: 3, 159-175.

Bryant, R. A., Gibbs, L., Gallagher, H. C., Pattison, P., Lusher, D., MacDougall, C., …

Forbes, D. (2018). Longitudinal study of changing psychological outcomes following the Victorian Black Saturday bushfires. Australian & New Zealand Journal of Psychiatry, 52(6), 542–551. DOI: 10.1177/0004867417714337

Fothergill, A., & Peek, L. (2017). Kids, Creativity, and Katrina. Contexts, 16(2), 65–67. DOI:

10.1177/1536504217714263 Gibs L., Nursey J., Cook, J., Ireton, G., Alkemade, N., Roberts, M., Gallagher, H.C., Bryant.,

R., Block, K., Molyneaux, R., & Forbers, D. (2019). Delayed Disaster Impacts on Academic Performance of Primary School Children. Child Development, 90:4, 1402-1412.

Norris, F.H., Friedman, M.J., Watson, P.J., Byrne, C.M. Diaz, E., & Kaniasty, K. (2002).

60,000 Disaster Victims Speak: Part I. An Empirical Review of the Empirical Literature, 1981-2001. Psychiatry, 65: 3: 207-39

Peek, L. 2008. Children and disasters: Understanding vulnerability, developing capacities,

and promoting resilience––An introduc- tion. Children, Youth and Environments 18(1): 1–29.

Osofsky, J.D., & Reuther, E.T. (2013). Young Children and Disasters: Lessons Learned

about Resilience and Recovery. Zero-to-Three Journal, 34(2), 46-54. Schultz, F., Castelló, I., & Morsing, M. (2013). The Construction of Corporate Social

Responsibility in Network Societies: A Communication View. Journal of Business Ethics, 115(4), 681-692. Retrieved January 28, 2020, from www.jstor.org/stable/42001893

Respon

dingto

theNeedsof

ChildrenafterA

Disaster:

WhattheChildSurvivorsofthe2004AcehTsunamiTellU

sabou

tTheirExperie

nces.

MailaRahiem,PhD

mailadinia@uinjkt.ac.id

UINJakarta,Indonesia

FulbrightVisitingScholar,UniversityofSouthFlorida,USA

RobinErsing,PhD

UniversityofSouthFlorida,USA

Chi

ldre

n ar

e us

ually

the

mos

t aff

ecte

d an

d m

ost v

ulne

rabl

e ag

e-gr

oups

pro

ne to

dis

aste

rs

The

y ar

e vu

lner

able

be

fore

, dur

ing

and

afte

r dis

aste

rs.

Chi

ldre

n ha

ve s

peci

al

need

s an

d m

ay re

quire

di

ffere

nt k

ind

of s

uppo

rt

than

adu

lts, b

ut th

ey h

ave

the

capa

city

with

in

them

selv

es th

at e

nabl

e th

em to

con

trib

ute

to

disa

ster

pre

pare

dnes

s,

resp

onse

and

reco

very

ac

tiviti

es (P

eek,

200

8).

Bec

ause

chi

ldre

n m

ay n

ot b

e ab

le to

com

mun

icat

e th

eir s

ympt

oms o

r fee

lings

, the

y ca

nsu

ffer

se

riou

s em

otio

nal e

ffec

tsaf

ter d

isas

ter.

Bec

ause

chi

ldre

n ge

nera

lly d

epen

d on

adu

lts fo

r tra

nspo

rtatio

n an

d of

ten

spen

d m

ost o

f the

ir da

ys

away

from

hom

e, th

ey m

ay b

ese

para

ted

from

thei

r fa

mili

es fo

r an

ext

ende

d tim

eaf

ter

disa

ster

s.

Som

e ve

ry y

oung

chi

ldre

n, a

nd e

spec

ially

infa

nts

and

todd

lers

, may

nee

dco

mpl

ete

phys

ical

pr

otec

tion

in a

dis

aste

r.B

ecau

se c

hild

ren

brea

the

in m

ore

air f

or th

eir s

ize

than

adu

lts a

nd a

re lo

wer

to th

e gr

ound

,chi

ldre

n m

ay b

e m

ore

expo

sed

to to

xic

or h

arm

ful

mat

eria

ls.

In 2

016,

41

perc

ent o

f chi

ldre

n in

the

Uni

ted

Stat

es w

ere

livin

g in

low

-inco

me

fam

ilies

clas

sifie

d as

“po

or”

or “

near

poo

r.”

Ofte

n, th

ose

child

ren

expe

rienc

eot

her

form

s of

soci

al v

ulne

rabi

lity

rela

ted

to ra

ce, a

ge,

hous

ehol

d co

mpo

sitio

n, a

nd o

ther

fact

ors

And

erso

n (2

005)

con

test

ed

that

chi

ldre

n sh

ould

act

ivel

y co

ntrib

ute

to p

lann

ing,

pr

epar

edne

ss, a

nd re

spon

se

and

reco

very

effo

rts.

C

hild

ren

are

crea

tive

and

activ

e hu

man

bei

ngs

and

they

cou

ld b

e in

volv

ed a

nd

pote

ntia

lly s

uppo

rt fa

mili

es

and

com

mun

ity

prep

ared

ness

and

reco

very

ac

tiviti

es.

We

mus

t im

prov

e th

eir

acce

ss to

reso

urce

s,

empo

wer

them

to b

e ab

le,

and

to s

uppo

rt a

nd

enco

urag

e th

em to

bou

nce

back

and

eve

n bo

unce

fo

rwar

d af

ter t

he d

isas

ters

. C

hild

ren

are

not j

ust a

sm

all a

dult;

they

hav

e vo

ices

and

we

need

to

lear

n to

ass

ist t

hem

bet

ter

by li

sten

ing

to w

hat t

hey

have

exp

erie

nced

, wha

t en

able

s th

em, w

hat k

ind

of

supp

ort t

hey

need

mos

t an

d w

hat t

hey

need

to

lear

n to

be

mor

e pr

epar

ed

for t

he fu

ture

cha

lleng

es

and

poss

ible

new

or

retu

rnin

g ad

vers

ities

.

27Child

Survivorsof

2004Aceh

Tsunami

Suggestiontohelpchildrenafterdisaster

Case

Studyof

Acehnese

children

Aged6-12

YOatthe

timeof

disaster

Thestudyaim

stobetterunderstandthechildsurvivors’perspectivesofwhatisimportantand

neededtohelpsupportchildrenduringandafterofadisaster.Lostone

orboth

parents

Someofthemm

anagedto

successfullygainbachelordegrees,

whilesomecouldnotfinish

elementaryschool.Therearethose

whonowhavegoodprofessions

andincome,whilesomeare

jobless.Someofthemknowwhat

todointheirlifeandsomedonot

know.

Someofthevictimshadgreat

familyandcommunitysupport

afterthedisaster,whileothers

struggledandwereleftaloneto

fendforthemselves.These

backgrounddifferences,andwhat

theyaretoday,arepresented

withtheirstories.

•Narrativeinquiryisinitiatedwithrespectfortheexpe

riencesto

ld,

andnarrativeinquirersexplorebothindividu

alsa

swellasthe

socia

l,cultu

ral,an

dinstitu

tiona

lnarrativ

eswith

inwhichth

oseexpe

riences

arecompo

sed,co

nveyed

,and

passed(Lessard,Caine,andClandinin,

2015).

•Narrativeinquirywasusedinourresearchtocaptureandanalyzethe

humanexperienceofthechildsurvivorsofthe2004Acehtsunami.

Wecollectedstoriesfromtwenty-sevensurvivors.Theyarenow

teenagersandyoungadults,yettheywere6to12yearsoldatthe

timeofthe2004catastrophe.Theyalleitherlostoneorbothparents

inthetsunami,andtheyarefromtworegenciesintheAcehprovince:

BandaAcehandAcehBesar.W

easkedthesurvivorstosharetheir

experienceoflivingthroughthetsunami.

So,atthetimeoftheearthquake,thetimewasaround…

hmmm…

morningyes...at

about9o'clock.Atthattime,wewereplayingat

afriend

'sho

use...shewasarelative

of

mine.Thefirsttimewefeltanything,people

shouted,“Earthquake,earthquake!”

Iwas

watchingTVtogetherwithfriends,because

itwasSunday,so

weusuallygottogether.

Whentheearthquake

happened,itsoundedso

loud.Afterthat,wewentoutfrom

the

house.Weallleftandreturnedhome.WhenIarrivedhome,Isaw

Mom

wascalm

and

sittingdown.Then...about15minuteslater,Iheard

somanypeople

shoutingand

screaming.Itriedto

close

myears,because

there

wasthishugenoise,like

anexplosion.

Weallcappedourears.Fifteenminuteslater,people

were

runningaround,shouting

abouttherisingwater!Atthatmoment,Isawmybrotherhadrunaway,butIwasstillat

home.Thenmymum

said,“LAoffyourun.”So,Istood

confused

infron

tof

thealley

(the

irho

useha

san

alley/na

rrow

street

infron

t).Istoo

dthereconfused

,while

my

brothe

ryelled,

“LArun!”Mypa

rentsstayedat

home.So,Iran.

But,Igot

sepa

ratedfrom

mybrothe

r,an

dthen

Iwas

hitb

ythewater;Ido

n’tk

nowwha

thap

pene

daftertha

t.

CONFUSED

RUN

FOLLOWING

INSTRUCTION

LA/F

27INTERVIEWS

27TRANSCRIPTS

THEMATIC

ANALYSIS

TRANSLATINGSTRONG

QUOTESFROMPARTICIPANTS

CONFUSED

RUN?

Where?

FOLLOWING

INSTRUCTION

DISASTER

PREPA

REDNESS

PLANNINGIS

IMPORTANT

DISASTERDRILLING/

PREPA

REDNESS

PRACTICEATSCHOOL

DISASTERFAMILYPLAN

DISASTEREVACUATION

ROUTE

No!Iwas

stilldrowning

inthe

water...

but,

while

inthe

waterIregained

my

consciousness,andso

Iwentupabananatree...andwaitedthere

onmyown.

ALO

NE

LOOKING

FORFAMILY

MEMBERS

LOOSINGBOTH

PARENTSAND

SIBLINGS

LA/F

Noone...(silent)

...Iwasallalone...thenIkeptwalkingandfoundahouse

thatwas

packedwithpeople.There

were

myrelativesthere.Ifoundmybrothertoo.

Yeah,Iwaslookingeverywhere,lookingwithmyfriends,

askingpeople

ifanyonehad

seenmymother.Ispoke

tomybrotherassoonasIsaw

him

,hesaid

nobodyhadseen

them.

Ilostmyparentsandtw

osistersintsunami.Theonlybodythatwasfound,wasmyfather

(sobbing)...behind...wefoundhim

behindthis

house.Thatwasoneyearafterthe

tsunami,wejustfoundhim

oneday.

NOTKNOWING

WHATTODO

ALO

NELO

OKING

FORFAMILY

MEMBERS

LOOSINGBOTH

PARENTSAND

SIBLINGS

NOTKNOWING

WHATTODO

AF

TE

R D

ISA

ST

ER

COMMUNITYSAFEPLACE

MEETING

PLACE

SHELTER

Wewantedto

swim

,itwasaSunday,aslike

otherSundays,ourfamilywentto

the

beach.Atthetimeofearthquake

wewere

stillonthewaythere,in

asm

allbus.

Wequicklygotoutfrom

thesm

allbusandstartedto

walkhome,there

were

no

motorbikesorcars

thatcould

use

thestreetbecause

someofthepowerpoles

hadcollapsedclosingtheroad.There

were

somehouseswhichhadcollapsed

also.Wemanagedto

make

itback

homethough,butwhenwearrivedourfather

wasmissing.Mymotherandolderbrothers

were

there

however.Webegan

lookingformyfather,butnotlongafterwestartedthewaterrose

up.Wedidnot

know

abouttsunamisatthattime,wejust

knew,Ie

rayeuk

whichin

Achenese

meanswaterrisingup.Rightafterwesawthat,weran.Weallran.Unfortunately,

mom

hadadisease,gout,so

shecould

notrun.So,Iwasattheback

withmy

sisterandmother.Wecould

notrunfast.Myolderbrotherwasmuch

fasterand

wasinfrontofus.Mymothertoldmeto

leave

herandjustrun.Thewaterwasso

high,reallyhigh,Idon’tknowhowmanymeters.Itwasjustso

high!

RUN

NOTKNOWING

WHATTODO

RA/M

DISASTER

KNOWLEDGE

PREPA

REDNESS

DISASTER

KNOWLEDGE

PREPA

REDNESS

RUN

NOTKNOWING

WHATTODO

Icould

seeitvery

clearly,thefirstwave

wasblack,itwasmuddywater,whichwaswhat

madethewaterabitwarm

.ThenIheard

thesoundofbrokentimber,thewoodwas

crackingandbreaking(imitatingthenoisethewoodmade).Thewoodwasallaround,I

couldn’treallysee,thewaterwasso

hightoo.Iwassw

eptawaybythewater,allofus

were,but,Istillheld

mymom’shands,Iheld

her.Isaw

there

wasabiglogaboutto

hit

mymom’shand,so

Ireleasedherhandsfrom

mine,wewere

separated;Ionlycouldgrab

herhair,butherhairwasslippery,andslowly,very

slowly,Ireleasedherhairfrom

my

hands,wewere

separated,mymotherandI.

RA/M

Iwasthelastone,Ionlycould

hold

herhair.But,thenIwassw

eptawaybythewater.I

wasconscious,hmm,butwhatIcansay,Ifelt,hmm,Iwasconfused.

Iwasconfused,there

were

lots

ofthingsin

thewater,logs,tinroofs,Ibecameforgetful,confused.I

knewIwasintheriver,SungaiAceh;Iwantedto

goto

PantaiPerak(a

superm

arket)because

Ithought

itwould

besafe

there,Iknew

where

itwas,butIgotconfusedwhichwayto

go.Finally,Iarrivedin

PantaiPerak,

sweptawaybythewaterontopofatinroof,carriedbythewater,Iwaswithanold

womanonthattinroof,Idid

notknow

whoshewas,Idon’treally

remember,Iwasstillvery

young,

thenIsawayoungman,Iaskedhim

tohelpme.

SEPA

RATED

BEING

RESPONSIBLE

CONFUSED

Yes,Iaskedhim

tohelpm

e.Hewasinaboat,arowboat.Hehelpedm

e,heputmeina

box,yes,itwasafishboxusedforstoringthefishafterhehadcaughtthem,itkeptme

floating,andhetiedtheboxwitharopetohisboat.So,Iwasinthatboxwiththatold

woman,agrandma,theboxwasthenpulledalongbyhisboat.Thenthem

antookmeto

aroundaboutinfrontofthem

ilitaryhospital.Therewerem

anytsunamivictim

sthere,

theyhelpedusthere,weweretherealtogether.Theygaveusdrinkingwateraftera

while,butatfirsttheydidnotgiveuswater.Irememberaskingforwater,“Pleasegivem

e

somewater,Iamsothirstyandmybodyiswarm

.”“No,notyet,”them

ilitaryofficer

replied,Hetoldm

etowaituntilIhadvomited,becausemystomachwasfilledwiththe

muddywater,“I’llgiveyouwaterafteryouhavealreadythrownup.”Icouldnotthrowup,

eventhoughmystomachwasfullwithm

uddywater.

RA/M

Yes,Iwasjust

waitinguntilIcould

throw

up.Then,Ism

elledsomethingdisgusting.Ihave

noidea

whatitwas,butithelpedmeto

throwup,andthenafterthatIwasgivensomewater.Onebottleof

drinkingwater(600ml)neededto

besharedwithothers,because

itwasadrinkingwatercrisis.Not

longtimeafter,thearm

yofficercarriedmeandtookmeinto

thehospital,hefoundabed,butthere

wasawomanin

thatbed,heputmeinto

thatbedanywaywiththatwoman,ononemattress,

because

thehospitalwasovercrowded.Underourbedthere

were

actually

othertsunamivictim

s,

theywere

adults,theyputchildrenonthebeds.

SAFE

HOSPITAL

SICK&TIRED

Ihadafever.M

oreover,itwassocoldinM

ataIe.Wewerenotusedtothe

coldertemperature.Theygavem

em

edicineandofferedm

esurgeryformy

injury.Isaidno.Iwasstillscared.Finally,afterawhileIbecamebraveenough

andwasreadyforsurgery.WestayedinM

ataIeuntilwereceivedtheaidhouse.

RA/M

Yes,itwasmydestiny.Ishouldn’thave

survived,butIwassavedthanks

tothe

roof.Yes,Iwasin

thewater,hittingdebris,wood,atinroof…

(showingthescar

onhisforehead).Ilost

mymother,sisters

andbrothers.Ileftwithmydadand

threebrothers.Welostourhouse.Yes,everything…there

wasnothingleft…the

house

andeverythingwehadinside.Tw

oweeks

afterthetsunamimydadand

brotherbroughtmeto

where

ourhouse

was.But,there

wasnothingleft.Only

wood,thetinroof,anddebris.

HOMELESS

LOST

INJURED

Schoolwasstillnotrunning.Monthsafterthetsunami,schoolstartedagain.Itwasjusta

temporaryschoolunderthetent.IrememberIspentmytimeinthetent.Nothingm

uch

todo.TherewerethoseSingaporeans(aidworkers),theygaveustoys,entertainment,

food,Iguessasawaytohelpusforgetabouttheincident.Therewereearthquakes,and

afewtim

esaftershocks.W

estillcriedalot,wewereveryyoung,thesepeople

(Singaporeanaidworkers)entertainedus;theydidm

anythings.

RA/M

Therewereafewofmyfriendswhosurvived.Butmanypassedaway.M

anyof

myclassmatesIhaveneverseenanym

ore.Therewasoneclassmatewho

survivedthetsunamithatImet.That’sall

WOUNDED

FRIENDS

DIED

SCHOOLOFF

Iwasstillwoundedatthattime.Mychesthurtbecauseitwashitbythelog,andalsoI

drankthatmuddywaterwhileinthewater.Iwashitbythetinroofalsoonmyforehead.I

wasseverelywounded.ThoseSingaporeanstookcareofthewound,curedm

e,and

providedm

edicines.Ittookquitealongtim

etofullyrecover.

Iwasstillveryyoung.So,Ididn’t…welltherewassom

uchentertainment.So,Islowly

forgot…

Im

ostlyrememberedmymombeforebed,Irememberher,Iwassleepingwith

mybrothersanddad,Ifeltuncomfortable,Irememberedher.Duringdaytime,wewere

busyplaying,anddidactivitiestogether,likegoingfishing,toM

ataIe,lotsofthingwedid

togetherinthedaytim

e.

RA/M

ENTERTAINMENT

UNCOMFO

RTABLE

MISSING

MOTHER

SEPA

RATED

RESPONSIBLE

CONFUSED

SAFE

HOSPITAL

SICK&TIRED

HOMELESS

LOST

INJURED

WOUNDED

FRIENDS

DIED

SCHOOLOFF

ENTERTAINMENT

UNCOMFO

RTABLE

MISSING

MOTHER

LA/F

So,Istayedwithotherrelatives.Theybroughtmeto

southern

Aceh.There,Istayedforone

year,thenIcamehere

(back

tothevillage),butonlystayedforamonth

before

Imovedto

anotherplace.But,in

thenewplace

Istayedforless

thanaweek,because

thispersoncould

notafford

toolookafterme;theyhadnomoney.So,thenImovedsomewhere

elsewithwith

arelativesfamilyfrom

myfather’sside.ItwascalledPekanbada.Istayedthere

forayear.

Thenthatfamilymovedoutoftown,to

Jakarta.So,Iwashandedoverto

anothermemberof

father'sfamily.Overall,Ilivedin

Pekanbadaforfouryears.But,then,afterfouryears,dueto

theireconomiccircumstances,theysaid

theycould

notafford

topayformyschooling,so

I

finallymovedagain;back

tothisvillage.Atthattime,Iwasin

thethirdgradeofjuniorhigh

school,just

startingto

studyatthatlevel.It

was2010,butbecause

mybrotherwasn’t

workingyet,so

hecould

notafford

topaythelivingcostsforme.Heaskedmeto

staywith

anotherrelative,butstillinthisvillagetoo.Ilivedthere,from

grade3juniorhigh,upto

grade

2seniorhighschool.But,thenIdecidedto

stayalone;Idid

notwantto

stayin

someone

else’shouse

anym

ore.Enough…

Iwantto

live,hmmm,that’swhatdrove

me

tocome

back

here,Iwantto

live

independently,withoutdependingonotherpeople,withoutmovingfrom

onehouse

to

another,beingescortedandpickedup,Ifeltlike

apiece

ofmerchandise,anitem

that

wasborrowedandtraded(laughing).

STABILITY

HOME

INDEPENDENT

LA/F

AtthattimeIwasatsomeone'shouse,inSouthAceh.Ifeltsad.Theotherchildrengot

newclothesandgatheredwiththeirfamilies.AtthattimeIcouldonlywatchthe

happinessofotherpeople(crying).

Iwasstayingwithmyuncle'sfamily.Iwasonlyasmallchild.Ididnotgetanyaffection.At

thattime,Isawtheuncle'sdaughterwasplayingwithhim

.Iwasingrade4elementary

school,theywereplaying,joking.Icouldonlywatch,eventhoughIwantedthatalso.I

sawmycousinbeingpickedupandcarriedbymyuncle.Iwantedittoo–Iwasusedto,or

expectedattention,soIaskedtobepickedup.But,Iwastold,"W

hydoyouasktobe

pickedupbysomeoneelse'sfather?You'regrownup,youshouldnotaskforattentionby

askingtobepickeduplikethat.You'vegrownup;mydaughterispickedupbyherown

father,whileyouarenothisdaughter!”Well,fromthenI....(Sobbing).Iunderstood.Iwas

alone.

Atthattime,itwasdifficult,whenmyparentsdied,thedifferentaffectionIreceivedfrom

whatIusuallygot.Ionlysawit.Onlyonethingmademestrong,God,that'sall.WhenI

wasgrieving,orsad,thenIjustlockedmyselfinaroom.Liafeltsafe

inthatlockedroom,I

wasalone;Iwasfreeto

doanything.

AFFECTION

LOVE

LA/F

Maybeineveryhuman,thereisafeelingofanger,butIalwaysbrushitoff.MaybeGod

gaveus,hmmm,wedonotknow,Godgaveusatest,surelyintheendGodwillgiveus

happiness.Thereiswisdombehindallthat.So,Itakeitasitis,hmmm,ifGodgavethis,or

Godtestedm

e,thenyes,Ibecomem

oreresilient,soit’slikethat.

No,thisisjusttheresultofmyownthinking.IlearnedfromayoungagethatGodis

everything,theonlyone.Sowhateverhappens,becausewe'veunderlined,Imean,our

lifehasbeenunderlined,whathappenstous;itisGodwhogovernsit.So,whyshouldwe

complainaboutthis?W

ebecomeuseless,whenGodhasmadeus,allofus.So,God

knowswhatisbestforus.M

aybewelikesomething,butthat'snotgoodforus,sowhy

dowecomplain?(laughing)

No,notfromanyone,becauseIliketokeepmyselftomyself,maybe.Ijustthought,there

isonlyGod.So,whathappenstous,Godrulesthisall.So,whyshouldwecomplain?That

isawaste.Itm

akesusmoresinful,afterall,isn’titbad,tohatesomething?

GOD

SURRENDER

Thosewhodied,diedasmartyrs…

heaven

waitsforthem

STABILITY

HOME

INDEPENDENT

AFFECTION

LOVE

GOD

SURRENDER

HEAVEN

RA/M

Yes,itwasmanymonthsbeforeschoolstartedagain.Iwasmostlywithmyfriendsduring

daytim

e.Buttheyhadtheirm

omswhobroughtfoodforthem.Iqueuedupforthefood,

allbymyself.Itookcareofeverythingmyself.

SCHOOL

Thereweresomewomenwhohelpedm

e.Therewasthefatherofmybrotherinlaw,and

someotherrelativesalso.Theywillcometom

eifIcried,theycalm

edm

edown,helped

metosleep,orplayedandentertainedm

e,soIwouldnotremember…

Wewere

alsocrying.Werememberedtheeventandthere

were

someaftershocksthat

madeusscaredalso.These

womencalm

edusdown,gave

usfood,like

Milo.Theygave

us

foodandsnacks.

ThoseSingaporeans,theycuredus.Theycheckedourbody,gaveusmedicine,theyused

atoolandputitinsidemyears,Idon’tknowthename,thentheygaveusgifts,likecandy

oricecream.

FOOD

CARE

MEDICAL

SUPPORT

FEMALE

SIGNIFICANT

ADULT

GIFTS

RA/M

I…Notsom

uchrememberthetsunami.Iwasbusyplaying,therewerelotsofgames.Not

longafter,mydadremarried,sotherewassomeonewhocookedandtookcareofme.I

havestepsiblings.Theyarenowlivinginthesamevillage.

PLAYING

Inever

talked

tocoun

sello

ror

psycho

logist.N

ever.But,Idid

talkwithreporters,yes…

I

talkedwithareporter.HeaskedmeaboutwhatIexperiencedin

thetsunami.Oh,there

were

alsootherpeople

whoaskedmequestions.

Forexample:how

did

thetsunami

happen?Whatis

thenameofmymother?

This

mademeso

sad.Theyprovidedus

entertainment,so

wedidn’trememberitanym

ore,nottraumatizedagain.Oh,andthere

wasanearthquake

simulation,tsunamisimulation;weshould

hideunderatable

if

anotherearthquake

happened.

NO

TRAUMA

MOTHER

PREPA

RING

RA/M

Itwouldbeaverydifferentlife.Iwouldstillhavemysiblings,andmymom.Itisfamily

thatmotivatesus.Givingushope.

Istillhave

thatsadfeeling,butitslowlydisappeared.Itfelteasieraftergraduatingfrom

elementary

school.Iactuallystartedto

work

since

Iwasin

elementary

school.Attheage

of9,Istartedto

work.Myfirstjobwasinthebarracks,inMata

Ie.

MOTIVATION

WORKSAD

HOPE

RA/M

I:Ifwethinkaboutit,fromyourperspectiveasachildwhenthetsunamihappened,tell

mewhatdoyouthinkchildrenneededandhelpedthemthem

ostduringtheimmediate

afterm

ath?W

hatwereyourmostanticipatedactivitiesatthattime?

R:Toysandgames,andfood.

TOYS

GAMES

FOODS

SCHOOL

CARE

FEMALE

SIGNIFICAN

TADULT

GIFTS

TOYS

GAMES

FOODS

PLAYING

NO

TRAUMA

MOTHERPREPA

RING

MOTIVATION

WORK

SAD

HOPE

MEDICAL

SUPPORT

The

imag

e pa

rt w

ith re

latio

nshi

p ID

rId2

was

not

foun

d in

the

file.

Chi

ldre

n w

ho a

re a

ble

to b

ounc

e ba

ck a

fter a

dver

sitie

s ha

ve m

ore

reso

urce

s w

ithin

them

selv

es, t

heir

fam

ilies

and

com

mun

ities

(Reu

ther

&

Oso

fsky

, 201

3).

Grievingiscommunal

SUPPORTGROUP

UNDERSTANDING

FEELING

SAYIT!

MOTHERFIGURES

WOMENROLE

WOMENIN

COMMUNITY

Achildisahuman

NORM

ALIZINGLIFE

BACK

TOROUT

INE

MEN

TAL

HEAL

THDI

SAST

ER

RECO

VERY

MEN

TAL

HEAL

THDI

SAST

ER

RECO

VERY

MEN

TAL

HEAL

THDI

SAST

ER

RECO

VERY

MEN

TAL

HEAL

THDI

SAST

ER

RECO

VERY

MailaRahiem

mailarahiem@mail.usf.edu

mailadinia@uinjkt.ac.id