Disclaimer
This report was compiled by an ADRC visiting researcher (VR) from ADRC
member countries.
The views expressed in the report do not necessarily reflect the views of
the ADRC. The boundaries and names shown and the designations usedon the maps in the report also do not imply official endorsement or
acceptance by the ADRC.

FINAL RESEARCH PAPERPSYCHOSOCIAL ISSUES IN JAPAN AND INDONESIA(COMPARATIVE STUDY)

SUSILASTUTIDISASTER MANAGEMENT FACILITATOR
NATIONAL DISASTER MANAGEMENT AUTHORITYINDONESIAADRC VR 2016AACKNOWLEDGEMENT

1

ACKNOWLEDGEMENTFirst of all, I would like to say thank you for ADRC to give me a valuable chance to bevisiting researcher for term 2016A. I would like to thank Ms. Kyoko Kondo, the Executive
Director of ADRC and to Ms. Yumi Shiomi, ADRC Researcher and ADRC 2016A Coordinatorfor her excellent facilitation and coordination from the beginning until the last day of VR
2016A program. Also many thank Mr. Ueda as the mentor.
I am also thankful to the ADRC management and staffs that really helpful during my stayin Japan and their timelessly arranged numerous visit and facilitated my study. I learned alot of advanced disaster knowledge and technology in Japan. At the same time, I had agreat opportunity to know Japan cultures, traditions, and history. It is a great honor forme to join in the VR Program.
I am sincerely grateful to BNPB (Badan Nasional Penanggulangan Bencana) for giving me
the opportunity to participate in the visiting research program. Also for all the member ofPreparedness Directorate, for giving me support. In particular, I have the opportunity todevelop myself and gain knowledge on disaster management at the international level.
My appreciation also to representatives, officials and staff members of Japan government
agencies and ADRC partners for receiving us at their offices, facilities and their valuable,
informative lectures or presentations.
Lastly, I must thank our Japanese Teacher, Mr. Shoji Kawahara, for teaching basic
Japanese language and information about traveling in Japan which makes our weekend
filled with enjoyable times. I also never hesitate to thank my entire fellows Mrs. Lorene
Catedral, VR from The Philippines, and Ms. Syuzanna Kakoyan, VR from Armenia for all of
their kindness, friendship and to be the best partner and supporter during VR Program.

SUSILASTUTI
Visiting Researcher (Indonesia)
August to November 2016, (FY 2016A)

TABLE OF CONTENTSACKNOWLEDGEMENTTABLE OF CONTENT
CHAPTER 1. THE PROBLEM
1.1 Background of the Study
1.2 Statement of The Problem
1.3 Significance of The Study
1.4 Scope and Limitation of The Study
1.5 Definitions of Terms
CHAPTER 2. REVIEW OF LITERATURE
2.1. Disaster and Psychosocial Issues
2.2. Disaster and Vulnerable Group
2.3. Psychosocial Support Program
2.4. Why Psychosocial Support is Important
CHAPTER 3. RESEARCH METHODOLOGY
3.1 Research Design
3.2 Data Gathering Procedure
3.3 Methods and Procedures
CHAPTER 4. INTERPRETATION OF DATA AND DISCUSSION
4.1 Japan and Indonesia as The Disaster Prone Countries
4.2 The Common Psychosocial Issue
4.3 Psychosocial Issues in Japan
4.4 Psychosocial Support Program in Japan
4.5 Psychosocial Issues in Indonesia
4.6 Psychosocial Support Program in Indonesia
4.7 Best Practices From JapanCHAPTER 5. CONCLUSION AND RECOMMENDATION
5.1 Conclusion
5.3 Recommendation
REFERENCES

3

CHAPTER I
THE PROBLEM
1.1 Background of the Study
Both Japan and Indonesia are the disaster-prone countries. Several times both Japanand Indonesia hits by the great disasters such as earthquake, tsunami, and landslide.
As we may know that disaster always brings impacts to human life. One of the
impacts is the psychosocial condition that usually happened as the consequence ofthe changes from their ordinary life to the uncertainty situation caused by thedisaster. There are some feeling that usually comes because of the loss of a family
member, livelihood, house, and being evacuated to the new place and separated
from their community. The psychological and social effect of a disaster is harder tosee rather than the physical effect. The recovery from it often takes far longer. It isessentially difficult to understand what happened because the condition of life
before and after a disaster will never be the same.
As mentioned in EQE International summary report (1995), after Kobe Earthquake(Great Hanshin-Awaji Earthquake), the most significant societal impact of theearthquake was the tremendous loss of human life. In addition, for more than
300,000 survivors in the heavily impacted cities of Kobe, Ashiya, and Nishinomiya
who were displaced from their homes, there were the hardships of finding shelter;securing food and water; locating friends and family members; and acquiring warm
clothing for the cold, damp winter weather.
In Indonesia, the earthquake and tsunami in Aceh 2014, killed approximately 129,775
people and displaced around 504,518. Moreover, around 38,786 people were missing
and more than a thousand children lost their parent (Mathoenis, et al, 2016).
The effect of disasters can bring various reactions to the people. The experience of
dealing with the disaster, such as earthquake and tsunami can bring unfamiliar
emotional response for the abnormal situation. Helping people for facing thesituation after a disaster is important. Psychosocial support program can promote theindividual’s ability to adapt which their psychosocial condition can contribute to their
psychosocial well-being. Psychological symptoms of people affected by disasterremain much longer and throughout their entire life span. It is necessary to include
psychosocial issues in disaster preparedness and management.
The main purpose of the study is to gather information related psychosocial support
issues. This research is to investigate the psychosocial support program and the bestpractices related the disaster preparedness activities in Japan that can promote thepsychosocial well-being. The research will address the following specific aims ; toidentify the psychosocial issues and psychosocial support program conducted after
the disaster, and to investigate the best practices related disaster preparedness
activities conducted in Japan.

1.2 Statement of the Problem
To carry out the purpose of the research, the following research questions will be
addressed :1. What are the psychosocial issues after the disaster in Japan and Indonesia ?
2. What kind of

the psychosocial support programs conducted in Japan andIndonesia ?
3. What is the value or coping capacity of Japanese people that can help them tocope with the situation after a disaster ?
4. What is the good example of the disaster preparedness facility and program inJapan that can promote the psychosocial well – being of the community ?

1.3 Significance of The Study
The research is to identify the psychosocial issues after the disaster in Japan andIndonesia. It will identify the psychosocial support for the survivors of disaster basedon Japan and Indonesia experiences. The research also to analyze how the disaster
affects the lives of Japan and Indonesian community, especially on the psychosocial
aspect. It will be a significant endeavor in promoting awareness of the dangers andrisks of the disaster and how to alert people react proactively in the case of disaster.

5

1.4 Scope and Limitation of The Study
The scope and limitation of this study are focused on psychosocial issues andpsychosocial support program for the survivors of the Great Hanshin-Awaji
Earthquake on 1995 and Tsunami Aceh 2004. There will be a comparative study
between the psychosocial support program in Indonesia and Japan. This research also
to gather the best practices related disaster preparedness activities in Japan and its
contribution to the psychosocial well-being of the community.

1.5 Definition of Terms
To ensure maximum comprehension and appreciation of the research, some relevantterms are defined in this section.
Disaster Preparedness refers to measures taken to prepare for and reduce the effects
of disasters. That is, to predict and, where possible, prevent disasters, mitigate theirimpact on vulnerable populations, and respond to and effectively cope with theirconsequences.
Psychosocial : The definition of psychosocial is relating to the combination of
psychological and social behavior.
Psychosocial support program : an approach to victims of disaster, catastrophe orviolence to foster resilience of communities and individuals. It aims at facilitating
affected people's participation to their convalescence and preventing pathologicalconsequences of potentially traumatic situations.
Psychosocial impact : Psychosocial impact is defined as the effect caused byenvironmental and/or biological factors on individual’s social and/or psychologicalaspects.
Well-being : a condition of holistic health in all its dimensions: physical, cognitive,
emotional, social, physical, and spiritual.
Coping : in psychology, it means to invest own conscious effort, to solve personal andinterpersonal problems, in order to try to master, minimize, or tolerate stress or
conflict.

CHAPTER 2
REVIEW OF LITERATURE

Psychosocial refers to the two-way relation between psychological factors (the way ofpeople feels, thinks and acts) and social factors (related to the environment orcontext in which the people lives: the family, the community, the state, religion,
culture). Psychosocial refers to the close connection between psychological aspectsof human experience and the wider social experience.

Psychology• Mind• Thoughts• Emotions• Feeligs• Behaviours

•
•
•
•

SocialInteraction andrelationship withothersEnvironment
Cultures and traditions
Roles and tasks

Figure 1 : correlation between Psychology and social

1.

Disaster and Psychosocial Issues
Disasters such as hurricanes, earthquakes, transportation accidents or wildfires are
typically unexpected, sudden and overwhelming. For many people, there are no
outwardly visible signs of physical injury, but there can be nonetheless an emotional
toll. It is common for people who have experienced a disaster to have strong
emotional reactions. Understanding responses to distressing events can help people
cope effectively with their feelings, thoughts, and behaviors, and help them along thepath to recovery, (American Psychological Association, 2013).
According to Labadee & Bennet (2012), the emotions and reactions that follow adisaster are normal and natural responses to a stressful event. For most people, thesereactions are temporary and generally do not become chronic problems. Individual

7

responses will differ and progress at different paces throughout the process. It is
important for survivors to recognize that these reactions are expected and thateveryone will experience them in some form and intensity.

2.

Disaster and Vulnerable Group
Several agencies have identified a number of potentially vulnerable groups that may
require or benefit from specific post-disaster interventions. The vulnerable groups are
as follows: (1) People with pre-existing mental disorders, (2) Children and adolescents,(3) Gender-based vulnerability (women), (4) Older persons, (5) Homeless persons, (6)Indigenous peoples, (7) People living in shelters.
Children and adolescents are largely dependent on their families to supply basic
needs such as shelter, food, and economic support, as well as to fulfill many of theirsocial and emotional needs, Ortega et.all (2012). Their roles and activities are
dynamic, changing over time as they get older, gain more independence, and acquire
responsibilities; however, even older adolescents are frequently still dependent on
their families for basic needs.
It is also important to consider that for most children and adolescents school is asignificant component of their day-to-day lives, not just for education, but also forsocial interaction and as a support network. Post-disaster interventions addressing
the needs on any level for children and adolescents must include both family andeducational institutions and should be delivered in developmentally appropriate
ways.

3.

Psychosocial Support Program
According to The Psychosocial Framework of 2005-2007 of the International
Federation, psychosocial support can be defined as a process of facilitating
individuals, families, and community to bounce back from the impact of disasters orcrises and helping them to deal with the situation in the future. The psychosocial

support promotes the restoration of social cohesion of the individual andcommunities, by respecting the independence, dignity and coping mechanism(International Federation Reference Center for Psychosocial Support, 2009).
Psychosocial support is a scale of care and support which influences both theindividual and the social environment in which people live and ranges from care andsupport offered by caregivers, family members, friends, neighbours, teacher, healthworkers, and community members on a daily basis but also extends to care andsupport offered by specialised psychological and social services.
The most basic issue in the psychosocial program following disasters is to transform
those affected people from being victims to survivors. A victim is passive anddependent upon others; a survivor is not – he is able to take an active role in efforts
to help his community and himself recover from the disaster (Ehrenreich & McQuaid,
2001). A victim feels as a subject to a situation over which he has no control over his
environment or himself, whereas a survivor has regained a sense of control and isable to meet the demands of whatever difficulty confronts him.

Psychosocial support can be both preventive and curative. It is preventive when it
decreases the risk of developing mental health problems. It is curative when it helps
individuals and communities to overcome and deal with psychosocial problems that
may have arisen from the shock and effects of crises. These two aspects ofpsychosocial support contribute to the building of resilience in the face of new crises
or other challenging life circumstances. (IFRC, Psychosocial Intervention, A Handbook,
2009)

4.

The Urgency of Psychosocial Support Program
Experiencing difficult or disturbing events can significantly impact the social andemotional wellbeing of a child. Exposure to violence or disaster, loss of or separationfrom family members and friends, deterioration in living conditions and lack of accessto services can all have immediate, as well as long-term consequences for children,
families and communities balance, development, and fulfillment (ARC, 2009).

9

For children, psychosocial support can provide the opportunity by developed to theirfullest potential. Psychosocial support empowers children and youth by providing
opportunities to participate in social life, be self-reliant, develop self-confidence andempowerment with due regard to the maturity and involving capacity of the child,and respecting the rights and responsibilities of adults.

Psychosocial support established to assist affected people to attain stable life andintegrated functioning. It can help the person affected by the disaster to restore hope,dignity, mental and social well-being and a sense of normality.

CHAPTER 3
RESEARCH METHODOLOGYThis chapter provided the methodology for studying about psychosocial issues anddisaster preparedness in Japan. The study focused on the psychosocial support program
and the best practices related the disaster preparedness activities in Japan that canpromote psychosocial well-being of the community.

Research Design
The researcher used the literature study and descriptive methods. The literature study
conducted to gather information related psychosocial issues and psychosocial support
program after the Great Hanshin-Awaji earthquake. Only the related literature selected as
the resources of the study.

Data Gathering Procedure
Data for this research were collected using some technique and procedure.
1. Visit and observation in the visited places and institution related disaster management,
psychosocial issues, during VR 2016A program.
2. Attend in the Activities related Disaster Management Issues.
3. Conduct interview ; Researcher conducted an interview to a certain number of people
to get information related the situation after Great Hanshin-Awaji and Tsunami Aceh,the psychosocial support program, and the disaster preparedness activities.
4. Literatures Study / Documents analysis ; Review related literature on psychosocial

impacts of the disaster.

Methods and Procedure
For gathering the information related psychosocial issues, the researcher uses online
sources such as journal and article. Based on the information gathered from the reading
source, the researcher also conducted an interview with a certain number of people.

11

CHAPTER 4
INTERPRETATION OF DATA AND DISCUSSION
This chapter presents the interpretation of data and discussion. The research is
expected to know about the psychosocial issues in the post-disaster, and to identify agood example of the facilities and programs related disaster preparedness that canpromote the psychosocial well-being of the community.

4.1 Japan and Indonesia as the Disaster Prone Countries
4.1.1 Disaster in Japan
Japan is located in the Circum-Pacific Mobile Belt where seismic and volcanic
activities occur constantly. Although the country covers only 0.25% of the landarea on the planet, the number of earthquakes and active volcanoes is quite
high. In addition, because of geographical, topographical and meteorologicalconditions, the country is subject to frequent natural disasters such as
typhoons, torrential rains, and heavy snowfalls, as well as earthquakes andtsunami (Cabinet Office, 2015).

Figure 3:The Number of Death and Missing Person Caused by Natural Disaster in Japan

4.1.2 Disaster in Indonesia
Indonesia is located in disaster prone area, can be considered as Laboratory ofDisasters, due to its geographical, geological and demographic condition.
Indonesia is susceptible to various types of natural hazards due to its
geographical location and physical environment; being situated in the “Pacific
Ring of Fire”, between three Tectonic plates (Indo-Australia, Eurasian andPacific), an area encircling the Pacific Ocean where frequent earthquakes andvolcanic activity result from the movements of said tectonic plates.
Indonesia ranks 12th among the most vulnerable countries witnessing highmortality risk from multiple hazards (UNISDR, 2009). According to DIBI BNPB,
floods followed by strong winds, landslides and droughts killed the largest
number of persons in Indonesia between 1815 and 2015. Some 189,711 people
lost their lives between 2005 and 2015 in Indonesia due to natural disasters.

Figure 4 : Distribution of Disaster Type and Dead Victim in Indonesia

4.2 The Common Psychosocial Issues after Disaster
The level of human responses to the disaster may be physical, psychological (grief,
anger, denial), social or spiritual (give meaning and something to live for). Wolfe(2000) mentioned that there are various common reaction from the survivors of the13disaster. There are 4 kinds of the people reactions, consist of emotional, behavioral,cognitive and physical.

Figure : 5. The common reactions of disaster survivors, Wolfe (2000)

After the disaster occurred, some people may feel depression, sadness, irritability,
anger, resentment, anxiety, fear, despair, hopeless, guilt, self-doubt, unpredictable
mood swing. It may change their behavior, such as they will get sleep problems,
crying easily, avoiding reminders, increased conflicts with family, hypervigilance, andsocial withdrawal.
In the cognitive aspect, people may get confusion, disorientation, recurring dreams
or nightmares, trouble concentrating or remembering things, difficulty making
decisions, and questioning spiritual beliefs. For physical aspect, people may getfatigue, exhaustion, gastrointestinal distress, appetite changes, tightening in thethroat, chest or stomach, worsening of chronic conditions, and somatic complaints.
In a survey conducted by Hyogo Institute for Traumatic Stress (HITS) 14 years after
Great Hanshin-Awaji Earthquake, shown that 54,1 % of 106 respondent who survived
the earthquake but lost family members were still displaying symptoms of
posttraumatic stress disorder (Aoki, 2011).

4.3. Psychosocial Issues in Japan
4.3.1 Psychosocial Issues on Adult and Elderly Group in Japan“I want to work but there are no jobs. That’s why I paint all day
long. I feel each day is really long now.” Said and elderly malesurvivor from Hyogo Ward, Kobe (UNCRED, 2003).
Five months after the Great Hanshin-Awaji Earthquake on 1995, a number ofsingle residents at temporary housing units died alone, unnoticed, one after
another, and these “lonely deaths” gradually developed into a major social
concern. Men in their 50’s and 60’s were considered high-risk groups for alonely death. Most of the dead were unemployed or workers with an unstablejob. By withdrawing into their own housing unit, cutting off ties with otherpeople, drinking too much, taking too little nutrition, and ignoring chronic
illnesses, such people end up dying alone (Cabinet Office, 2001).
The Japanese Red Cross Society reported that many elderly people inevacuation centers fell into a neurotic or depressive state or showed behavioral
disorders and dementia. Another report suggested that life in crowded
evacuation centers might have left many elderly people bed-ridden and may
have increased the incidence of dementia (Kunii, et al, 1995).
Based on the research conducted by Ishikawa (1997), the psychological distressof elderly people in Japan after Great Hanshin-Awaji is related to resource loss,
and physical condition. The research result suggests that after a big disaster,
the elderly and disabled suffer deterioration in physical condition and run therisks of worsening mobility. The loss of worsening of physical health status maylead to psychological distress.
Cabinet Office (2001) mentioned that drastic change in life after the Great
Hanshin-Awaji created major stress and problem of mental health and feeling.
In the disaster area, a huge number of persons experienced severe shock due
to the powerful earthquake, loss of family members and assets, and having to15

move to and live in evacuation centers and temporary housing units. All ofthese severe changes created major stress and let to mental and physical illness.
There were many cases where the survivors of the disaster became mentally
unstable due to changes in the situation, not just after the earthquake. It was
clear that it would take a long time before “feelings and mental well-being”
could be restored. The survivors who could not rebuild their lives tended to feelleft out as the signs and wounds of the earthquake disaster disappeared fromaround them. It became increasingly difficult for them to verbalize their anxiety
and fears and problems of the heart grew (Cabinet Office, 2001).
Citizens not directly affected by the earthquake had endured extreme
disruption and confusion in their daily lives due to the long time damaged
infrastructure. As a result of this terrible and complex disaster, Post-TraumaticStress Disorder (PTSD) became widely recognized throughout Japan, (Takada,2012).
Ishikawa (1997) mentioned some psychological distress that can be found on
the group of elderly, such as ; trouble falling asleep, thought of frightening,feeling hopeless, temper outbursts, heart pounding, annoyed or irritated,feeling depressed, worrying too much and feeling critical.
In the health survey of disaster victim’s families, it was clear that theearthquake disaster had an impact on illnesses, bodily condition, as well as on
mental health and wellness. The bad or traumatized in the past can give bad
effect for someone life. The memory of the past disaster may bring
psychological symptom and social effect.

4.3.2 Psychosocial Issues on Group of Children in JapanThe Great Hanshin-Awaji Earthquake also made the children also become thevictims. Some of them lost a family member, relatives, or schoolmates. Many ofthem also had to stay in the shelter and then in temporary housing. Most

schools in the affected areas were closed for more than a month. All of thatconditions mentioned above can create a psychological problem among thechildren.
The result of a survey for pre-school aged children, there are some symptoms
related PTSD. Takada (2012) mentioned on his survey related the psychologicalreaction of pre-school aged children following the Great-Hanshin Awaji, that ;(1) sixteen symptoms related to PTSD, such as fear of dark place, inability tosleep alone, and startled by small sounds, were found more frequently in thesmall children whose houses had been severely damaged (table 1).

Table 1
Psychological and physical signs and symptoms in small children

1

Lack of appetite

2

Overeating

3

Frequent constipation or diarrhea

4Frequent bed-wetting

5

Unwillingness to go to the toilet alone

6

Inability to sleep alone

7

Frequent crying during the night8

Fear of dark places

9

Wanting to constantly stick close to the parent

10

Repeatedly talking about the earthquake

11

Extreme dislike of any talk about the earthquake

12

Startled by small sounds

13

Short tempered

14

Irritability

15

Inability to concentrate

16

Thumb-sucking and nail-biting

17

Excessive blinking, stammering

18

Wheezing

17

19

Complaining of itching in the skin and eyes

20

Wanting others to do things which the child should be capable of doing himself

21

Excessive intolerance

22

Other problems which cause concern

4.4. Psychosocial Support Program in Japan
4.4.1 Psychosocial Support Program for Adult Group and Elderly in JapanTo address the psychosocial problem of the affected people of disaster, there isvarious program conducted by multi-stakeholders. The government, NGO /INGO, volunteer and private sector participated in providing psychosocial
support program. Some of the Psychosocial support program conducted inJapan for the survivor of the Great Hanshin-Awaji Earthquake as follow ;a. “Ikiiki (lively life) Workshop” & “Phoenix Relay Market”
Some disaster victims who left their local communities and lost their family
members, friends, and home, lost the meaning to live due to the loss ofvarious relationships. For the reconstruction of the disaster-affected area, it
was necessary for the local government to revitalize the power andindependence of disaster victims themselves.
Hyogo established the comprising course for the survivors. The course isabout health, gardening, and handicrafts for a fulfilling life. By discovering
one’s role through a relationship with other persons, a person can findsomething to live for. The courses were designed to gain knowledge andcreate friendships with other persons. Moreover, for the course participants,
the “Ikiiki Network” is used for a volunteer activity to utilize what theylearned through the course. At the same time, the “Phoenix Relay Market(flea market event) was organized for the participants to display and sellhandicraft.

b. “Kokoro no Care Center” (Mental Health Center)
Cabinet Office (2001) mentioned that long-term measures for care andmental health have become necessary. For that case, Hyogo Prefecture set
up. The content of counseling and symptoms were wide-ranging such as
anxiety, interpersonal relationship, sleep disorders, depression, and amongmen, there were also many alcohol related problems. Also, those who losttheir home or a family member in the earthquake disaster most often
experienced PTSD.
c. Counseling AccessHyogo Prefectural announced a “counseling toll-free number for refugee
outside of the prefecture. The counseling access set up on December 2, 1996,
and on December 19, 1996, it announced its “Hometown Hyogo ComebackPlan”. The system of supporting disaster victims was broadened acrossprefectural borders.

d. Storytelling
For senior citizens, Hyogo also carried out a program called the “Storytellingand Passing on Olden Days Playing Project”. The project provided seniorcitizens with an opportunity to visit local primary schools and neighborhood
children’s associations to pass on their disaster experiences and play games
from olden days. Storytelling can be a model for releasing the feeling ofsurvivors.

e. Established A “Fureai” (Social) Centre And Community Plaza
There was a need for bases for disaster-affected people to gather andcommunicate. The aim is for Making activity “bases” available. As mentioned
by Shaw (2003), in the temporary housing, increased number of elderly
people became a real problem. To solve this problem, volunteers gave active
support and set up a community center.

19

The center located in temporary housing and reconstruction public housing
locations. The center is the place where government policy briefings,
consultations, dinner meetings and handicraft lessons were held forcommunity rebuilding.

f. Religious Activity“We rejoice in our sufferings, knowing that suffering produces
endurance, and endurance produces character, and characterproduce hope and hope does not disappointed us” ; Roman
5:3-4
After Great Hanshin-Awaji Earthquake, there are some activities conductedby Church through social and religious activities. As mentioned by The Kobe
Christian Missionaries Association, many volunteers joined in the recovery
activities and facilitated the religious activity for the survivor.
g. Home Visit as a Psychosocial Support“During the New Year’s holiday, I caught a cold and was in bed all
the time. In fact, I didn’t have to go out anywhere. But I am so
happy to see volunteers like this. Please come and visit me someday.” said an elderly female survivor from Hyogo Ward, Kobe
(UNCRD, 2003).

It is important for disaster victims to express their feelings, and it isimportant for them to have someone to listen to their stories receptively.
Speaking about their traumatic events helps them to understand theirexperiences, and that speeds the recovery process.

“Even if we can not do anything for victims, we can just listen to
their stories and stay together. I think it is sufficient to do what we
can do. I think we should not forget to sympathize with them

together. It is out of the question to look down on them and feelpity for them.” Hyogo Ward Kobe, 40 yo, female.

4.4.2. Psychosocial Support Program for Group of Children in Japan
There is some psychosocial support program for children in Japan conductedby volunteer :a. Sing Together
Based on the interview that researcher conducted with the senior citizen (80yo) in Hyogo Prefecture, he mentioned that in the post-disaster, there weremany volunteers came and give the support for the survivors through play amusic and sing song together. By playing a music and sing together it canbuild the social connectedness among the survivors.
“I tried to comfort people by playing the guitar which I playedsince I was 17” (Documentation of DRI Museum – Great HanshinAwaji)

Social connectedness, therefore, generates a positive feedback loop of social,emotional and physical well-being. Unfortunately, the opposite is also true
for those who lack social connectedness. The low social connection has been
generally associated with declines in physical and psychological health aswell as a higher propensity to antisocial behavior that leads to further
isolation (Seppala, on www. psychologytoday.com).
b. Art Activities

21“I will never forget people’s favor in the disaster. I am happy if they arepleased with my handicraft”, said a volunteer. (Documentation of DRI
Museum – Great Hanshin-Awaji)

Figure 6 : Art activities for children

4.5. Psychosocial Issues in Indonesia
4.5.1 Psychosocial Issues on Adult Group and Elderly in Indonesia

After the natural disaster in Aceh on 2004, there are several cases foundrelated psychological problem of the adult group. The adult survivors lost their
spirit, got insomnia, dizzy mind, lost appetite, strong heartbeat and having a
Psychological Cases found
Mobile Counceling
50%
50%

45%
40%

Prosentase

40%

40%
35%

30%
20%

15%

Cases

10%
0%
Insomnia

Dizzy Mind

StrongHeart Beat

Loss
ApetiteLoss Spirit

Having
Nightmarenightmare as their reaction after the disaster. Based on the result of
Psychosocial Participatory Mapping on adults survivors of the tsunami,
conducted by YEU (Local NGO in Indonesia) in West Aceh, can be described asfollow ;Figure7 : Psychological cases identified by YEU

The physical reaction, after disaster mentioned by the survivors, such as ; feelbeing restless, sad, insomniac, worried, and pessimistic about their economy
condition. They find difficulty in making money, feel uncomfortable, traumatic,
panic, afraid and hard to start their lives from the beginning, and confused, andaccording to them, their economic condition getting worst.
The problem also comes from their thought. They confuse about how they get
a way to restore the economy condition, heal trauma, start up and plan for
future, children’s education, asset damage, restore life to a better condition
before the disaster, find a job, look for side-job. And the most important thingaccording to them is how to save a life.

23

4.5.2 Psychosocial Support Program for Adult Group and Elderly in Indonesia
Psychosocial support program in Indonesia implemented in various forms. The
presence of various humanitarian aid institutions in Acehboth fromthe national and international level shows that there is variation in the formof psychosocial support (Natael Sumampouw, 2008).
The

implementationofpsychosocial

supportprogramcanbedone through health services, livelihood activities, training activities, religious
activities, recreational activities and discussion. For children and teenagers, therecreational activities such as sport, arts / creativity, play and learn can beused. The activities were organize based on participatory mapping of thesurvivor’s needs .
For example, psychosocial support program conducted by a Non Government
Organization named YEU (YAKKUM Emergency Unit) delivered in various kind ofactivities, such as ;a. Psychoeducational and Relaxation
The material is about of the impact of disasters on thoughts, emotions, andbehaviors in adults and children. The activity provides information about the
impact of disasters on children and basic information about supportingchildren’s emotional stability.
The content of the psychoeducation is about general skills (i.e.,
communication skills, interpersonal skills, relationship skills, etc.) andspecific skills (i.e., coping with frustration). The survivors also learn aboutrelaxation technique and coping exercises such as deep breathing.
The aim of the activity is to provide adequate information to the survivor for
managing their feeling after the disaster.

Figure 8 : Psychosocial Staff provides information about psychosocial

Figure 9 : Relaxation process

b. Mobile Clinic Counseling
Mobile clinic counseling conducted for giving support to the survivors ofnatural disaster. Psychosocial support activity as part of the health program.
Mobile clinic counseling provides support to people emotionally andpsychologically in order to maximize their psychological functioning.

Figure 10 : Counseling Process

25

The survivors can release their feelings through share the story and theiremotional condition. This activity will give disaster victims the chance to talkabout what they're experiencing without forcing them to talk before they
are ready, but it will let them know that they will be heard when they are
ready to talk and share their feeling.
c. Traditional Dancing Group

Figure 11 :The Performance of Dancing Group Activities after tsunami

Support group community can be conducted through supporting traditionalgroup activity. Culture and tradition are the closest part of the people dailyliving. This kind of activity can help the survivor to connect with others.
Social ties are key to helping people bounce back after a traumatic event. By
connecting people with family, friends and community help prevent social
isolation later.

d. Sharing Group Activity

Figure 12 : The activity of sharing group
Sharing group activity was an effective way to decrease psychosocial
problem and return people self-confidence. The group is formed with thesame gender : male and women communities. Members of such group are
varied. The regular meeting is done every once a week with flexible time,depends on consensus decision.

4.6.1 Psychosocial Issues on Children in Indonesia
In Indonesia, many children were suffering from psychological consequences
following aftermath and it was exacerbated by losing and displacing family,
staying in the shelter or tents for months, and lack of social support. Even, thechildren exposed to natural disasters are resilient and recover from early posttrauma symptoms. As a direct consequence of such natural disasters, PTSD is
the most common and devastating mental health disorder identified in children.
In the wake of disasters, children are among those at the highest risk fordeveloping psychological trauma (Belfer, 2006; Norris et al, 2002). One
particular form of distress that is prevalent among children in the aftermath ofdisasters is Posttraumatic Stress Disorder.
In their review of the literature on children’s PTSD responses, Dyregrov andYule (2006) identified typical distress symptoms, including overt aggression (e.g.
destructiveness, physical aggression), as well as symptoms of withdrawal (e.g.
decreased activity levels, sadness, isolation from friends and family).

27

Based on the research conducted by Widyatmoko, et al, there is some distresssymptom related the disaster.
Based on the table below we can find that the most of the post traumatic
distress syndrome is related to school problems, fear, emotional problem,
externalizing behaviors and withdrawal.

Table 2.
students identified by their teachers as experiencing a particular posttraumatic
distress symptom
1

School problems 40.5%

2

Fear 37.6%

3

Emotional problems 20.5%

4

Externalizing behaviors 18.0%

5

Withdrawal 16.6%

6

Clinging to adults 6.8%

7Somatic problems 6.3%

8

Hyperactivity 5.4%

9Regressive behavior 2.9%

10Forgetful 1.0%

11

Dazed 1.0%

12Sleep problems 1.0%

13

Decreased self-esteem 2.9%

14

Culture-specific symptoms

15

Daydreaming 9.8%

16

Blank stare (ndomblong)

4.6.2 Psychosocial Support Program for Children in Indonesia
There are many different types and ways of providing psychosocial support tochildren, but the easiest to do is to provide recreational activities. The conceptof the program is trough provide recreational activities for the children. The

psychosocial support program conducted by government, INGO, NGO, andvolunteer in Indonesia can describe as follow ;a. Art Activities (Drawing and Painting)
Most of the children love drawing and painting. Through painting, children
can express emotions which are too difficult to express verbally, and otherpeople can see what they are feeling. As with performances, these forms ofart also show the children that there is more to life than what is happening
to them right now.
As Math, et al (2008) mentioned that art can be a means of communication
with the external world and give expression to thoughts and feelings.
Among the younger children, it was noted that they did not talk or were
too scared to recall their experiences. This media can be a model for thecatharsis of feelings. Children were encouraged to participate by drawing.
They can express their feeling through drawing.
Mostly, after the disaster, children will draw the related image with his
experience. Initially, most children did draw pleasant images of rainbows,
mountains, and the peaceful sea. Some, however, drew images ofdestruction caused by the tsunami. Therefore, what could be interpreted
for most children was a wish to restore the sense of happiness andcontentment that existed before the tsunami. All children were asked todescribe what they had drawn. Some children, who had drawn the scenesof destruction, ended their descriptions on a positive note of returning to a“normal life.”
Through drawing and painting, the children
can release their feeling. Drawing andpainting are the enjoyable media andactivity for those who love art. In the otherside, drawing and painting can become amedia to identify the children who need29

more attention. By drawing and painting we can screen out children who
were severely affected by the disaster and who required individualintervention.
Children whose drawings depicted extreme destruction, which was
supported by their explanations of the drawings, were classified as
extremely distressed and screened out for further management.
Themes such as helplessness, a
sense

of

loss,

hopelessness,frustration, and uncertainty did
emerge,especially

in

the

adolescent group. However, inthe children's group, there was asense of loss regarding losing
their homes and subsequently moving to camps. The psychological impactof losing a “place” or home can be profound and long lasting. Individual
work focused on encouraging the survivors to speak about the disaster as
they had witnessed it and, later, on instilling hope for the future.

b. Drama Performance
Drama performance is an effective way to help children develop theirabilities to cooperate, to express themselves freely and to build theirconfidence. Drama can also help children work through their experiences
and make sense of what is happening to them. Through drama show,children can get any moral messagec. Sport Activity
Children are full of energy. Sports activity can improve children’s ability to
express themselves. As mentioned by Coakley (2001), emphasizes thatsports are more

than

just

games

and

meets;

theyare also social phenomena thathavemeanings

that

go

far

emphasisonthebeyond scoring and performance statistics.
Sports as a special

form of humanactivity morehuman motion can be used as a strategy in recovery efforts after
the trauma on survivor children of the disaster. Sports have a significant
impact on the development of the humanbeing, both physically aswell as psychological. Because of that, sport can give a contribution to
the human psychological and social recovery.

d. Storytelling
Both listening and telling stories can be useful in helping children to listen
to other people, learn to show empathy, and respect. Stories can be used
to explore moral values and ways of dealing with problems. A particular
benefit of storytelling is that it can enable children to express ideas freely.
It is not necessarily about ‘them’ but the characters they have created,
although children may strongly identify with the characters and theirstories. Storytelling can be done orally or in writing. Poems can also be
used in storytelling.
e. Play and Learn
Play and learn activity has proved singularly effective in helping thechildren recover from the shock and upheaval and regain a sense of
normality. Children can express their feeling and can gather with their peergroup through the play activity. The activity provides social connectedness
among the children.

31

Figure 13 : Play and learn activity for children

4.7 Best Practice from Japan
There are some best practices from Japan that can contribute to the psychosocial
well-being of the Japanese community. The best practices come from their values as
the coping capacity for facing the disaster. There are also institution and programs
established in Japan for preparing the community to get the lesson learn from thepast disaster. The knowledge and experiences will make people ready for facing thenext disaster. By getting the experiences for facing the potential hazards can create
the individual preparedness, both physically and mentally.

4.7.1 Coping Capacity of the Community
It is an acknowledged fact that there are individual differences in coping withstress and disasters. In general, based on the reviewed articles, and discussion
with the number of the person, researcher find some value on Japanese andpeople, and that value can help them to cope with the distress situation.
Based on the interview with a senior citizen, and reviewed related articles, theresearcher found the values of Japanese people as their coping mechanism.
There is some Japanese people’s value who can make them resilient after thedisaster occurred ;a. Acceptance (“Shoganai”)
One of the coping mechanism of Japan’s society is being patient. They are
not accustomed to express their feeling to others. They are accepting thedisaster as the thing that they have to receive. They do not need to complain
and blame anyone else.
Katsuragi (1995) mentioned that Many Japanese have accepted theearthquake as being “shoganai”. “Shoganai” means "it can't be helped” or“nothing can be done”. Shoganai explains why Japanese people can deal
with terrible situations such as disasters without complaining.

The traditional coping mechanism in Japan is not to express grief or anger,
but to endure, tolerate and to move on, quietly supporting one another. This
could explain why, amid this devastation, these communities havesucceeded in maintaining social stability. After each disaster, people put thetrauma to the back of their minds and re-establish their communities(Yamazaki, et al, 2011).
b. Spirit of Buddhism Philosophy
Japanese society is still firmly rooted in the philosophy of Buddhism.
According to Buddhist cosmology, human life might be said to be nothing
more than a speck of dust in the air (Katsuragi, 1995). The philosophy
teaches Japanese people for being calm.
c. Use the experience as a good lesson to live
“We experienced once, and the experience has to make us survive
and stronger even for the next disaster”, SK, 80 years old.
As mentioned by the interviewee, his believe or value from his pastexperience in dealing with the disaster should become his capacity for facing
the next disaster. He uses his experience as the capacity for disaster
preparedness. The life experiences can also make him more resilient forfacing the catastrophe.
d. Protect Our Place by Ourselves
The concept above created cooperative behavior (self-help & mutual help
concept) among Japanese society.
Based on the presentation of Dr. Michiko Banba from Education andResearch Center, the University of Hyogo at her lecture on October 12, 2016,
she mentioned that sometimes humans do not have strong wills to takeactions to save their lives and wait for directions from leaders. It is importantto have a strong will to overcome disaster and survive. In this case, Japanesepeople promote Self-help concept and make that concept as their daily life.

33

4.7.2 The good example of the facilities and programs that can promote thepsychosocial well-being of the community in Japan
There is some good example of the facilities that can promote the psychosocial
well-being of the community in Japan. After the Great Hanshin-Awaji, Japan
became well prepare for mental health care and psychosocial issues.
a. Institution for Mental Health Care HITS (Hyogo Institute for TraumaticStress)After Great Hanshin-Awaji Earthquake, Japan established institutions
focused on handling mental health and psychosocial issues. The institutions
also as the research center for mental health and psychosocial issues.
In terms of reducing the vulnerability on mental health and psychosocial
case, Hyogo Prefecture built HITS (Hyogo Institute for Traumatic Stress). HITS
established in April 2004, to utilize the lesson of the Great Hanshin-Awaji
Earthquake in 1995. HITS conducted training courses on mental health andper 2016, 632 health officers in Hyogo Prefecture participated in the training.

Figure : Organizational chart of HITS

HITS is the first base facility for emotional care in Japan. HITS established for
those who suffer from (psychological trauma) or PTSD (post-traumatic stressdisorder) as a result of disasters or accidents. The function of HITS is to carryout research, training, information sharing, promotional activities,
counseling, and consultations, it also works on human resources
development based on the principle of “Human Care.”
HITS has several activities, as follow ; Holding research promotions conferences ; Annually HITS conduct
symposium. In this year the symposium will conduct on November 12,
2016. Focus of the Symposium is about Kumamoto Earthquake.
 Holding training, coordination meetings
 Coordination and collaboration. HITS liaison with other organizations
involves in mental health in order to create a broad network. HITS
collaborating with other agency, such as NGO and international NGO anddid not directly approach to the community.
 Community support efforts ;In the event of disasters and accidents, where urgent and intensive
intervention is required, HITS will provide appropriate advice andguidance on trauma and PTSD and will dispatch a support team ifnecessary. In Great East Earthquake HITS dispatched the staff for 3
months after Great East Earthquake, and in Kumamoto Earthquake ; HITS
sent their staff for two days for assisting the survivors.
 Visited the affected peoples regularly ; staff of HITS conducting a home
visit to the affected people and they will give any advice.

Figure 14 : Visiting HITS in October 2016

35

HITS also conducted training for school teachers for helping children in thetraumatic accident. HITS also trained public health nurses for handling thevictims of violence. HITS also provides special treatments for trauma. They
use the chair as the methodology for asking the person with the problem totalk about their memory related trauma.
b. Museum and Learning Center
Museum and learning center can provide information and appropriate
education for the community. Through visiting the museum, people canunderstand the destructive force from the disaster. At the same time, there
is a lot to learn from past experiences to build the mental preparedness ofthe society against future disasters.
Through interactive programs and museum displays, the institution educatesthe public on how cities, communities, and individuals can be better
prepared for disasters; how disaster risk management and mitigation
requires involvement by both national and local governments, local
communities and individuals.
Through providing adequate education and information related theoccurrence of disasters that have been happening and the disaster hazards.
It will give a contribution to the individual mental dimension, as the part ofpsychosocial well-being.
After the Great Hanshin-Awaji Earthquake, Japan built some museum andlearning center, such as ;1. The Great Hanshin-Awaji Earthquake Memorial (Disaster Reductionand Human Renovation Institution) ;The DRI, established in Hyogo Prefecture in April 2002 with the supportof the Japanese government, is operated by the Hyogo Earthquake
Memorial 21st Century Research Institute. The mission is to mold aculture of disaster awareness, enhance local capacity for disastermanagement, support the development of disaster management

policies, and contribute to creating civic collaboration on safety andsecurity as well as a society with reduced disaster-related risks.

There are 6 functions of the building ;a) Museum exhibits ; The exhibits provide accessible information on
experiences and lessons learned from the Great Hanshin-Awaji
Earthquake, thanks to the help and cooperation of many people,
including survivors, city residents, and volunteers. This information isparticularly geared toward children, as it conveys the importance ofdisaster prevention, respect for life, and how wonderful coexistenceis.
b) Collection and preservation of source documents and materials ; toprevent memories of the Great Hanshin-Awaji Earthquake fromfading and to pass on to future generations the thoughts of thesurvivors and the lessons learned from the disaster, DRI continuously
collect and store materials relating to the earthquake and disastermanagement, and organize and release it in a way that makes
information on disaster management more accessible to local citizens.
c) Training of Disaster Management Practitioners ; In order to train local
government's disaster management officials and other key personnel
charged with disaster response, DRI provides specific information on
experiences from the Great Hanshin-Awaji Earthquake. DRI alsosystematically and comprehensively provide practical knowledge andtechniques for disaster management that are based on the latest
research findings.
d) Action research on disaster reduction and development of disaster
reduction professionals : DRI conduct practical disaster management
research that helps the national and local government, communities,
companies

and

other

formulateandimplement

management policies and disaster response measures.

disaster37e) Headquarters assistance in disaster response ; When a major disasteroccurs, DRI dispatch personnel with practical and systematic
knowledge about disaster response to disaster response centers andother locations, provide appropriate information and advice on
leading a disaster response, and contribute to damage mitigation,
restoration, and reconstruction in disaster zones.
f) Exchange and Networking : DRI promotes efforts to improve society’s
disaster management by forming a diverse network that includes
government officials, researchers, citizens and companies involved in
the Great Hanshin-AWAJI Earthquake or in disaster management, as
well as by providing a venue for international collaboration.
2. The Osaka City Abeno Life Safety Learning Center ;There is a learning center in Osaka. Osaka City Abeno Life Safety Learning
Center give experienced to the community through practical in thedisaster training area. This learning center was established to provide thelessons from the Great Hanshin-Awaji Earthquake and Great East
Earthquake, and to promote the preparation for the many more
earthquakes that have been predicted in Kansai.
At the Osaka City Abeno Life Safety Learning Center, people recreate
earthquakes with intense videos and shaking motion. People canrealistically experience the terrifying shaking and destruction first-hand.
People can also learn and practice what to do after the earthquake, bothindoors and on the streets, including how to put out fires, evacuate,
rescue others, and a series of another necessary disaster preparedness
training activities.

Figure 15 : People can get experience in Nankai Earthquake

Osaka City Abeno Life Safety Learning Center consist of 2 area, those arePractical Disaster Training Area, and Safety Training and Practice Area.
In the Practical Disaster Training Area, there some learning corner ;1) Virtual Earthquake Corner ; This is the introduction to the earthquake
disaster experience zone. First, earthquake information is presented
as a newscast. At length, a vivid big-screen video with full vibration
realistically recreates a major earthquake.
2) Fire Prevention Corner : Right after the earthquake, many things canstart fires. The visitors have to turn off gas stoves, breakers, and otherhazards as quickly as they can to prevent a second disaster.
3) Smoke Corner ; The visitors will experience on how they should dowhen the smoke is filling the hallway.
4) Early Extinguisher Corner ; The visitor can learn to use a fire
extinguisher and practicing ti base the flames.
5) 119 Practical Call Corner ; Visitor can learn how to call 119 and make areport in the emergency setting. They can practice calling from apayphone or a cellular phone.
6) Fire Extinguishing Corner : Visitor can practice using the pump when afire erupts on the second floor of the building.
7) Hazards Corner : The visitors will learn to handle the dangers of fallen
sign, exposed gas pipes, and broken electrical wires.
8) Experience a Magnitude 7 Earthquake : The room is equipped torecreate an actual earthquake. The shaking can get as intense as theGreat Hanshin-Awaji earthquake.

399) Multipurpose Safety Training Room : This room has many potential
uses, such as showing disaster-related films and holding lectures,orientations, and first-aid training.
10) First Aid Corner : The visitor will learn useful skills, such as how tostop bleeding, and set the broken bones.
11) Multimedia Learning Corner : Visitor can use computers and graphic
panels to look up all sort of information about earthquakes, fires,wind and flood damage.
In the Safety Training and Practice Area, consist of 3 rooms as follow ;1) General Training Room ; In this space set aside by the Life Safety
Learning Center, simulation can be held covering the necessity
actions during an emergency. The visitors can realistically practice
putting out fires and leading evacuations.
2) Safety Training Room ; In this room, the visitor will start by learning
the basics of fire and disaster prevention, and then learn to reduce
damage and keep fires from spreading.
3) Life Safety Equipment Room : Safety equipment of every type isdisplayed as it used in actual buildings. The visitor can learn about
the structures and other fire prevention system.

3. Nara City Disaster Management Center
Nara Disaster Management Center was built in August 1995, 7 months
after Great Hanshin-Awaji Earthquake. The center established byGovernment of Nara. The aim is to promote disaster preparedness for thecommunity, even Nara does not affect by Great-Hanshin Awaji
Earthquake.
By visiting Nara City Disaster Management Center, people can get
appropriate information related the situation in Japan as the disasterprone country. Being located in the disaster prone area will be never easy

to have adaptation, but the one that people can do is using theirknowledge and experience for preparing themselves physically andmentally.

There are 4 education corners in this center ;1) Fire Extinguisher CenterIn this corner, visitors can learn how to use the fire extinguisher.
There is a fire simulator on the wall as a media for practice. The visitor
can get experience on how to use the fire extinguisher. They
introduced the 3 steps for operating the fire extinguisher ; (1) Pull the41

pin on the extinguisher. (2) Aim the hose nozzle low toward the baseof the fire, (3) Squeeze the handle to release the extinguishing agent.

Figure 16 : VR got experience on Fire Extinguisher and Earthquake
2) Smoke corner :In this learning corner, the visitor can get experience on how toevacuate during smoke / fire accident. They introduced the 4 rules
during evacuating ; don’t push, don’t run, don’t talk and don’t go back.
3) Typhoon corner : In this corner, the visitor can get experience related
the strong wind that usually happened in Japan.
4) Earthquake corner : The visitor can get experience in the various
intensity of the earthquake, such as Great Hanshin-Awaji, Sichuan(China) Earthquake, and Nankai Earthquake. They introduced some
important rules during Earthquake ; (1) protect yourself, (2) Stop fire(stove / electricity), (3) find where to evacuate, (4) don’t need to go
immediately, wait until the earthquake stop, (5) don’t stay near thewall, river and other prone areas, (6) be aware of the potential
tsunami that might happen, (7) bring the things that you can carry, (8),for the evacuation process, it will be better if we don’t use the car, (8)collaboration with each other is important.

The facilities and programs mentioned above will be useful for preparing thecommunity for facing the hazard of disaster. According to the interview
conducted with teachers and volunteers, they mentioned that workshop andeducation about the disaster issues are essential to prepare people’s mentality
to face disaster hazard. They will get mentality preparedness for facing the next
disaster.
Getting appropriate knowledge, experience, and information related the disastercan give contribution for the psychosocial condition of the individual. By
promoting disaster preparedness activities it can make people more ready rather
than the one who does not have any information and experiences before.

CHAPTER V
CONCLUSION AND RECOMMENDATIONThis chapter is a summary of conclusion from the study and recommendation for the
future research. This study aim is to know about psychosocial issues among people after
the catastrophe, and best practices institution, values, and program related psychosocial.
Researcher reviewed related literature to collect information about related with the topic.

5.1 CONCLUSION
There are some findings related psychosocial issues and psychosocial support
program in Japan and also in Indonesia, based on the literature study / document
review, interview, and field visit ; Both in Japan and Indonesia, the psychosocial support program held by every
party in society; community, government, and private sectors.
 Psychosocial support program considers culture and people’s habitual actions,potency in the disaster area and done based on people’s need and condition.
 In Japan, the collaboration between community, government and private sectors
more comprehensive. Japan more active to create disaster preparedness programand facility event to promote psychosocial well-being among the community.

43

 Being participative in some activities can give a contribution to support thepsychosocial condition of the survivor of the disaster. Treating survivors as an
object of recovery process may jeopardize them. However, treating them as a
subject in the recovery process after disaster can make them stronger because
knowing that they are helpful and have the capacity.
 Getting appropriate knowledge, experience, and information related the disastercan give contribution for the psychosocial condition of the individual.
 In Japan, disaster education well integrated into the daily life. Disaster awarenessbecomes part of the culture and it is taught to children.
 Senior citizens participate in making hazard map and update the map.
Psychologically, such activities can strengthen the psychosocial networking thathelps them to be more ready and resilient in facing catastrophe. Senior citizens inJapan became more active and have a significant role in educating the young
generation through their experiences on disaster.
 In Japan, Great Hanshin-Awaji disaster creates voluntary spirit to senior citizens.
There were many senior citizens became victims when Great Hanshin-Awaji
earthquake happened. At the moment, senior citizens are able to take the role asa volunteer and give education about preparedness.
 There is a museum related the phenomena of natural disaster that happened inJapan. The aim is to give information and knowledge to people, make them readyto face a natural disaster. The function is not only a monumental commemoration
but also a source of information to educate people.

5.2 RECOMMENDATIONS Many people may not seek help at mental health facilities, mental health, andpsychosocial support should be conducted with various and interesting activities.
 Psychosocial support using group activity help people to strengthen the social ties.
Work with existing programs whenever possible. It will more effective in therecovery process.

 It is better for similar future research to do through an in-depth interview
regarding psychology and social impact after a disaster to the survivor. Subjects of
the interview can be segregated based on their age: children, teenagers, adults,
and senior citizens so that researcher can get more comprehensive data.

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