Published date: Oct 30 2023

Journal Title: KnE Social Sciences

Issue title: 5th Social and Humaniora Research Symposium (5th SoRes)

Pages: 446–456

DOI: 10.18502/kss.v8i18.14243

Nurul Afrianti .nurulafrianti@unisba.ac.idFaculty of Education, Universitas Islam Bandung, Bandung, Indonesia

Erhamwilda .Faculty of Education, Universitas Islam Bandung, Bandung, Indonesia

Arif HakimFaculty of Education, Universitas Islam Bandung, Bandung, Indonesia

Fitroh HayatiFaculty of Education, Universitas Islam Bandung, Bandung, Indonesia

Hasna MarwahFaculty of Education, Universitas Islam Bandung, Bandung, Indonesia

Hasna AfifahFaculty of Education, Universitas Islam Bandung, Bandung, Indonesia

Natural disasters often occur in Indonesia, taking a toll. It is undeniable that anyone can become a victim of natural disasters, including early childhood. One of the impacts caused by the victim is a traumatic feeling that can occur at any time. Early childhood education teachers need to have a role as counselors in helping children who experience symptoms of trauma. Teacher skills are needed in aspects of learning in schools. This paper intends to reveal the role of teachers in reducing trauma after natural disasters in early childhood. The results of community empowerment through group play therapy training then carried out a pre-post test. The results showed that there were differences in knowledge related to the group play therapy method before and after.

Keywords: group play therapy, post disaster trauma, early childhood teacher

[1] Evans KC, Dougherty DD, Pollack MH, Rauch SL. Using neuroimaging to predict treatment response in mood and anxiety disorders. Ann Clin Psychiatry. 2006;18(1):33–42.

[2] Khambali K, Inten DN, Mulyani D, Lichandra F, Tiwi D. Peran Orang Tua terhadap Pembelajaran Mitigasi Bencana Bagi Anak Usia Dini di Masa Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini. 2021 Nov;6(3):1881–96.

[3] Cattanach A. Introduction to Play Therapy. Routledge; 2004. https://doi.org/10.4324/9780203695531.

[4] Shen YJ. Short-term group play therapy with Chinese earthquake victims: effects on anxiety, depression and adjustment. Int J Play Ther. 2002;11(1):43–63.

[5] Hamdy RC. “Counseling survivors of traumatic events: a handbook for pastors and other helping professionals,” Southern Medical Journal, vol. 97, no. 12, p. 1271, 2004. [Online]. Available: https://link.gale.com/apps/doc/A127069504/AONE?u= anon$\sim$3d82e427&sid=googleScholar&xid=0b241340https://doi.org/10.1097/ 01.SMJ.0000148766.05341.5D.

[6] Yulianto S, Apriyadi RK, Aprilyanto A, Winugroho T, Ponangsera IS, Wilopo W. Histori Bencana dan Penanggulangannya di Indonesia Ditinjau Dari Perspektif Keamanan Nasional. PENDIPA Journal of Science Education. 2021 Jan;5(2):180–7.

[7] Lawson DM. The Development of Abusive Personality: A Trauma Response. J Couns Dev. 2001 Oct;79(4):505–9.

[8] Veitch R, Arkelin D. Environmenta1 psycho] ogy. Englewood Cliffs (NJ): Prentice Hall; 1995.

[9] Flannery RB Jr. Critical incident stress management and the assaulted staff action program. Int J Emerg Ment Health. 1999;1(2):103–8.

[10] Kinchin D. A guide to psychological debriefing: Managing emotional decompression and post-traumatic stress disorder. Jessica Kingsley Publishers; 2007.

[11] Goleman D. Emotional intelligence. Why it can matter more than IQ. Learning. 1996;24(6):49–50.

[12] Locke DC, Myers J, Herr EL, Herr EL. The handbook of counseling. Sage; 2001. https://doi.org/10.4135/9781452229218.

[13] George R, Cristiani T. Counseling: Theory and practice Needham Highest. MA: Simon and Schuster; 1995.

[14] Bender L. Current research in childhood schizophrenia. Am J Psychiatry. 1954;110(11):855–6.

[15] Shaw WA. The distribution of muscular action potentials during imaging. Psychol Rec. 1938;2(6):193.

[16] Arlow JA, Kadis A. Finger painting in the psychotherapy of children. Am J Orthopsychiatry. 1946 Jan;16(1):134–46.

[17] Landreth GL. Therapeutic limit setting in the play therapy relationship. Prof Psychol Res Pr. 2002;33(6):529–35.

[18] Wardhiny BK. Kajian Analisis Resiko Bencana Sesar Dalam Penyusunan Arahan Pemanfaatan Ruang Berbasis Mitigasi Bencana Sesar. Studi Kasus Kecamatan Lembang; 2014.

[19] Noverita N, Mulyadi M, Mudatsir M. Terapi bermain terhadap tingkat kecemasan pada anak usia 3–5 tahun yang berobat di Puskesmas. Jurnal Ilmu Keperawatan. 2017;5(2):67–78.

[20] Yustiana YR, Rusmana N, Suryana D. “Group play therapy for the treatment of posttraumatic stress disorder in child victim of tsunami in Banten province.” Ilkogretim Online. 2020;19(4).

[21] Pramardika DD, Hinonaung JSH, Mahihody AJ, Wuaten GA. “Effects of play therapy on trauma healing in children victims of natural disasters.” Faletehan Health Journal. 7(02):85–91.

[22] Mursanib M. “Influence of playing therapy on independence and religious values of early age children post natural disasters in kindergarten group b in Palu City.” PROCEEDING BOOK, 2019.

[23] Bratton SC, Ray D, Rhine T, Jones L. The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Prof Psychol Res Pr. 2005;36(4):376– 90.

[24] Ray D, Bratton S, Rhine T, Jones L. The effectiveness of play therapy: responding to the critics. Int J Play Ther. 2001;10(1):85–108.