At this time, I will present you my research about resilience, titled RESILIENCE OF ADOLESCENCE DISASTER SURVIVOR WHO AFFECTED PYROCLASTIC FALL FROM KELUD VOLCANO ERUPTION IN KEDIRI REGENCY. Actually, there is two lecturer who supervising me on this research, they are Mr Rahmat Hidayat, Ph.D and Dr. Dina Ruslanjari, but unfortunately they cannot attend to here because some duties.
Introduction
Well, as we know Kelud Volcano
erupted on February 2014. Koentjoro (2005) said that every disaster event could
cause anxiety, stress and traumatic. Ronan & Johnston (2005) said that adolescences are susceptible to disasters. 62% of adolescence are in the category of
“severely disturbed” from disasters, while only 32% of adults and 7% of
volunteers fall in this category (Watson, 2003). Therefore, they need strategies to cope with the adversities
they face.
According to Kediri Regency
Government, Kelud Volcano eruption
had caused severe damages to 8.622 homes, moderate damages to 5.426 homes, and
mild damages to 5.088 homes. Goto (2006) and Kuwabara (2006) said that the loss of material posession in the form
of housing can lower the degree of resilience.
Based on type of pyroclastic fall
from the last eruption, Kelud Volcano has different type in each district.
Someplace only showered by ash while the other showered by ash, sand, and
pumice. Wang said that the duration
and intensity of stressor exposition of the disaster also can lower the
degree of resilience.
Objectives
This study has two objectives.
The first one is to analyze the differences of resilience of adolescence who
affected pyroclastic fall from Kelud Volcano in Kediri Regency and the second
is to reveal the factors that contribute to resilience of adolescence.
Literature Review
Resilience refers to a dynamic process encompassing positive adaptation
within the context of significant adversity (Luthar, and co, 2000). People can be
considered resilient if they are able to adapt constructively to changes after
a stressful incident. Resilience
is effected by two factors, they are internal and external factors.
Internal factors consist of, personality (openness, extrovert, and
agreeableness), internal locus of control, the ability to cope with problems,
self-efficacy, self-esteem (Herrman, 2011). External factors are social support which include support from families and
the society (Herrman, 2011).
Methods
This research used a mixed method research where I combine two research methods, quantitative and qualitative. The strategy used
in this mixed method research is sequential explanatory where collection and
analysis of the data in the first phase will be done quantitatively, then
followed by collection and analysis of the data using qualitative method in the
second phase which will be based on the previous quantitative result.
The dependent variable is
resilience and the independent variable is adolescences who affected
pyroclastic fall which is divided into three groups. Group I is adolescence who
affected volcanic ash, Group II is adolescence who affected volcanic ash and
sand and adolescence who affected volcanic ash, sand, and pumice as Group III.
Data were collected through two
phase. At the first phase, data were collected quantitatively. I used resilience
questionnaire. This questionnaire
was adapted from the resilience questionnaire compiled by Connor & Davidson
(2003) and consist of 25 items.
The second phase, data were
collected qualitatively where I did in-depth interview to informants based on the previous quantitative result.
Informant in this study is counceling
teacher.
Sampling Technique
At the first phase, subjects were
drawn by purposive sampling technique. I visited to the school which affected
pyroclastic fall from Kelud Volcano eruption, i.e. SMA Puncu, Gurah, dan
Grogol. Then I asked to the student, what kind of pyroclastic fall which
affected to them when Kelud Volcano eruption in 2014. Next, each student will
be given a questionnaire based on it. Questionnaire consists of three types
which is Form A for the student who affected volcanic ash, Form B for the
student who affected ash and sand, and Form C for the student who affected ash,
sand, and pumice.
In addition, the next phase I
choose significant person of the student as a subject to be interviewed. The
informants of this research are counceling
teacher, one informant in each school. I choose counceling teacher
because they are the person who know much about psychological condition of the
student.
Data Analysis
First, I gave scoring to the items in the questionnaire
according to the available norm. Then I did a categorization
as a step to give values (intpretation) towards the raw score from the research
questinnaire. I categorized it by three which is high, moderate, and
low. After that the quantitative
data is then analyzed using one way Anova. One way Anova testing is done to test the
correlation between one dependent variable with one or more independent
variable.
Result
Sample of the research is 163
students consist of 49 ash, 55 ash and sand, 59 ash, sand, and pumice. Before
analyze data using Anova, I did test of homogeneity variance. F value from
homogeneity test is 0.579 and is not
significant on 0.05 (p value is 0.562). It means hypothesis null is
accepted that variance is equal.
Next, I did test of between
subject to reveal whether pyroclastic fall influence resilience or not. F value
is 1.008 and is not significant on 0.05 (p value is 0.367). Because p value is
above 0.05, it could be conclude that pyroclastic fall did not influence
resilience. So there were no
difference in resilience among three groups.
I also did Post Hoc Test to
reveal difference of resilience between group through Turkey Test and
Bonferroni Test. The result is no significant difference among groups.
At this study, I collected some
demographic data from the student that is gender, civil status (local or
immigrant), family structure (parent divorce, died, or not), number of
siblings, eruption impact (evacuate or not), and socio-economic status.
I did regression analysis to
those demographic data. Before it, the data should pass the assumptions of the
classical linear regression model which is multicollinearity test,
autocorrelation test, heteroscedasticity test, normality test è Those are passed to
run regression analysis.
Then I did F-Test for Overall
Significance è F
value is 0.789; Sig = 0.626 è
no significant difference.
Because of p value is above 0.05, then regression model could not be used to
predict resilience. It means no significant influence from demographic data
toward resilience.
t-test is done to reveal
influence of each demographic variable toward resilience. From the table, we
can see that there is not even single variable which has p value below 0.05.
Result form the one way Anova testing showed there are no significant
difference in resilience between the three groups that was tested. Means
of resilience of the students is moderate and high.
Based on in-depth interview to
the informant, high level of resilience of the student is caused by some
factors, one of them is the huge
amount of social support from various people. It formed as material,
emotional, and network support. Material support usually consists of physical
support like school utilities,
everyday needs, and so on. Emotional support is given by counceling
teacher to the student about their problem after eruption. As I mention at the
slide, that is quote from Mrs. Eka, counceling teacher of SMA Puncu, about
condition of her student.
Yes, they were joyed after previously crying “Mam,
I have no books, bags, all of it” and then they received help, in the end they
were happy (Mrs. Eka)
Besides social support, another factor that had caught attention is
preparedness. The informants stated that before the eruption happened, the
government had given instructions to schools to be cautious of eruptions and
suspending learning activities for a couple of days. As I mention at the
slide, that is quote from Mrs. Ida, counceling teacher of SMA Gurah, about
preparedness.
2 days before the eruption, there were already a
briefing for the areas that were showed indications because of the continous
rumbling (Mrs Ida)
There were one from the department, and local
government. There were formal letters instructing to suspend learning
activities (Mrs. Ida)
Conclusions and Suggestions
Conclusions
There are no significant difference in resilience on adolescence disaster
survivor that was affected by pyroclastic materials
Contributing factors toward adolescence disaster survivor’s resilience are social
support and the people’s preparedness.
Suggestions
For the government, the need to add mental support programs for the people
and increase the people’s
preparedness in facing disasters.
For further research, it is hoped that adolescencen who doesn’t go to
school are also included as subjects so it can enrich this research result.
A research on the level of adolescence optimism needs to be done because
based on the in-depth interview, the adolescence experience demotivation to
continue college and is uncertain of their future
That’s all my presentation. Thank
you for your attention.
#Surabaya
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