LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 8 August 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Distress among Flood Affected Students: Effects and Intervention

Abdul Basit, M.Phil.
Fazalur Rahman, Ph.D.
Mohammad Ibrahim, M.A., M.Ed.
Nabi Bux Jumani, Ph.D.

Abstract

The present paper discusses the findings of a study conducted to examine effects of distress among flood students in Khyber Pakhtunkhwa province of Pakistan. The study used mixed method approach. Sample included 150 students whose homes were partially or completely destroyed by flood. The study used Child’s Reaction to Traumatic Events Scale-Revised (CRTES-Revised) by Jones, Fletch, & Ribbe (2002) as instrument.

It was found that students felt a sense of uncertainty about their ability to continue future education. It was found that students’ distress score was high on CRTES-Revised (mean score=64.5, standard deviation=13.1) for students of all the ages ranging from 11-18 years.

Students’ distress score was also high for students living in various types of residence including own homes, tents, living with relatives, in rental houses, and in other places. Further focus group discussion revealed that family and peer-group structure of many students was changed. Attendance was especially as many students were involved in getting material supplies for their families and due eruption of communal diseases. The study recommended counseling therapy for flood affected students with some special arrangement for organizing co-curricular activities to reduce distress level of students.

Key words: Posttraumatic Stress Disorder; Flood effects, flood affects student, stress intervention strategy

Introduction

Sometimes a tragic event happens that touches every member of a community. People experience shock, fear, and anxiety. Children are affected by their parents' response to such events, and by what they see and hear. The closer children and youth are to the tragedy, the greater is its impact. It can also affect their emotional well being. This impact can be immediate or can come at a later stage (Government of South Australia, 2005, p.4).

Natural disasters result in economic loss, relocation, health problems, and mental health issues. Children comprise a significant percentage of the victims of such disasters and they are more vulnerable to its effects (Evans & Oehler-Stinnett, 2006, p.34).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Abdul Basit, M.Phil.
Subject Specialist
Government Higher Secondary School Tarnab
Charsadda
Pakistan
abasitkkk@yahoo.com

Fazalur Rahman, Ph.D.
Lecturer
Early Childhood Education &
Elementary Teacher Education Department
Allama Iqbal Open University Islamabad
Pakistan
fazalaiou@yahoo.com

Mohammad Ibrahim, M.A., M.Ed.
Subject Specialist
Government Higher Secondary School Tarnab
Charsadda
Pakistan
kpk300@gmail.com

Nabi Bux Jumani, Ph.D.
Professor & Chairman
Dean of Social Sciences
International Islamic University Islamabad
nbjumani@yahoo.com
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