Analyzing Children’s Trauma during the Covid-19 Pandemic Using Relational-Cultural Theory: A Literature Review
Abstract
Abstract: The impact of the Covid-19 pandemic has been extensively discussed, but only a limited number of studies investigate how pandemics are related to traumatic experiences for children. Using a literature review of 38 peer-reviewed articles, both qualitative and quantitative published in the reputable international journals, this study examines how pandemic situations trigger trauma in children. From the literature review, we concluded a number of impacts of Covid 19 on children, including their experience of sudden and shocking changes of events, loss, grief, domestic violence, Covid-19 infections, being surrounded by an adult experiencing mental health disturbance, and becoming the victim of financial restraint faced by their parents. In the frame of relational-cultural theory, parents, caretakers, and educators must help children to reconnect with their peers and environment to face adverse experiences caused by the covid-19 pandemic by providing mutual empathy and building trustworthiness. As culture is an active factor in relational processes, we need to consider individual cultural values to support children who have experienced trauma during the pandemic.
Abstrak: Penelitian telah menunjukan berbagai dampak dari Covid-19, namun pembahasan tentang kemungkinan dampak Covid-19 terhadap trauma pada anak-anak masih jarang. Artikel ini menggunakan literature review untuk menganalisis kaitan antara covid-19 dan trauma pada anak. Review dilakukan pada 38 artikel hasil penelitian kuantitatif dan kualitatif yang telah dipublikasikan pada peer-reviewed jurnal internasional bereputasi. Hasil dari literature review diketahui bahwa anak-anak mengalami kejadian tiba-tiba yang mengejutkan, kehilangan, kekerasan, terinfeksi covid-19, bersama dengan orang dewasa yang mengalami tekanan mental dan kesulitan ekonomi. Berdasarkan relational-cultural theory, orang tua atau pengasuh dan pendidik perlu menyediakan lingkungan yang aman bagi anak dengan menunjukan empati dan membangun kepercayaan anak sehingga anak bisa menghadapi situasi traumatis selama pandemi Covid-19. Budaya merupakan salah satu faktor yang memengaruhi relasi, sehingga dalam membantu anak-anak yang mengalami trauma selama pandemi perlu untuk mempertimbangkan nilai budaya individu.
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Cuartas, J. (2020). Heightened risk of child maltreatment amid the COVID-19 pandemic can exacerbate mental health problems for the next generation. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S195–S196. doi: 10.1037/tra0000597
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Dinh, H., Huynh, S., Nguyen, M., & Giang, V. (2019). Factors affected the psychological trauma of children living in incomplete families – the concern in Vietnamese school counseling. European Journal of Educational Research, 8(4), 955–963. doi: 10.12973/eu-jer.8.4.955
Donovan, S., Howard, J., Kucks, A., & White, C. (2019). Creating a Whole-School Approach to Trauma-Informed Practice. The Queensland Principal, September, 33–35. https://eprints.qut.edu.au/197367/
Duffey, T., & Somody, C. (2011). The role of relational-cultural theory in mental health counseling. Journal of Mental Health Counseling, 33(3), 223–242. doi: 10.17744/mehc.33.3.c10410226u275647
Fallot, R. D., & Harris, M. (2008). Trauma-informed approaches to systems of care. Trauma Psychology Newsletter, 3(1), 6–7.
Goodman, R. (2017). Contemporary trauma theory and trauma-informed care in substance use disorders: A conceptual model for integrating coping and esilience. Advances in Social Work, 18(1), 186–201. doi: 10.18060/21312
Howard, J. (2018). A systemic framework for trauma-aware schooling in Queensland.
Howard, J. (2020). Trauma-aware early childhood education and care. Early Childhood Australia.
Huckle, T., Parker, K., Romeo, J. S., & Casswell, S. (2021). Online alcohol delivery is associated with heavier drinking during the first New Zealand COVID‐19 pandemic restrictions. Drug and alcohol review, 40(5), 826–834.
Iqbal, N., & Dar, K. A. (2020). Coronavirus disease (COVID-19) pandemic: Furnishing experiences from India. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S33.
Jarnecke, A. M., & Flanagan, J. C. (2020). Staying safe during COVID-19: How a pandemic can escalate risk for intimate partner violence and what can be done to provide individuals with resources and support. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S202.
Jeevasuthan, S., & Hatta, Z. A. (2013). Behavioural problems of children exposed to domestic violence in rural villages: A micro social work inquiry in Piranpattru Village at Chankanai Divisional Secretariat, Jaffna, Sri Lanka. Procedia - Social and Behavioral Sciences, 91, 201–207. doi: 10.1016/j.sbspro.2013.08.418
Jennings, P. A. (2019). Teaching in a trauma-sensitive classroom: What educators can do to support students. American Educator, 43(2), 12.
Joe, J. R., Norman, A. R., Brown, S., & Diaz, J. (2020). The intersection of HIV and intimate partner violence: An application of relational-cultural theory with Black and Latina Women. Journal of Mental Health Counseling, 42(1), 32–46. doi: 10.17744/mehc.42.1.03
Jordan, J. V. (2017a). Relational-cultural theory: The power of connection to transform our lives. The Journal of Humanistic Counseling, 56(3), 228–243. doi: 10.1002/johc.12055
Jordan, J. V. (2001). A relational-cultural model: Healing through mutual empathy. Bulletin of the Menninger Clinic, 65(1), 92–103. doi: 10.1521/bumc.65.1.92.18707
Jordan, J. V. (2008). Recent developments in relational-cultural theory. Women & Therapy, 31(2–4), 1–4. doi: 10.1080/02703140802145540
Jordan, J. V. (2017b). Relational-cultural therapy. second edition. theories of psychotherapy series. In APA Books. APA Books. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=ED583828&site=ehost-live&scope=site&custid=qut
Kim, Y., Lee, H., & Park, A. (2021). Patterns of adverse childhood experiences and depressive symptoms: Self-esteem as a mediating mechanism. Social Psychiatry and Psychiatric Epidemiology, 1–11.
Kofman, Y. B., & Garfin, D. R. (2020). Home is not always a haven: The domestic violence crisis amid the COVID-19 pandemic. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S199.
Kokou-Kpolou, C. K., Fernández-Alcántara, M., & Cénat, J. M. (2020). Prolonged grief related to COVID-19 deaths: Do we have to fear a steep rise in traumatic and disenfranchised griefs? Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S94.
Kress, V. E., Haiyasoso, M., Zoldan, C. A., Headley, J. A., & Trepal, H. (2018). The use of relational-cultural theory in counseling clients who have traumatic stress disorders. Journal of Counseling & Development, 96(1), 106–114. doi: 10.1002/jcad.12182
Kumar, S., Maheshwari, V., Prabhu, J., Prasanna, M., Jayalakshmi, P., Suganya, P., Malar, B. A., & Jothikumar, R. (2020). Social economic impact of COVID-19 outbreak in India. International Journal of Pervasive Computing and Communications, 16(4), 309–319
Lawson, D. M., & Quinn, J. (2013). Complex trauma in children and adolescents: Evidence-based practice in clinical settings. Journal of Clinical Psychology, 69(5), 497–509. doi: 10.1002/jclp.21990
Lipscomb, S. T., Hatfield, B., Lewis, H., Goka-Dubose, E., & Fisher, P. A. (2019). Strengthening children’s roots of resilience: Trauma-responsive early learning. Children and Youth Services Review, 107, 104510.
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Authors
Dewanti, S. R., & Wu, Y. (2023). Analyzing Children’s Trauma during the Covid-19 Pandemic Using Relational-Cultural Theory: A Literature Review. Jurnal Kajian Bimbingan Dan Konseling, 8(2), 78–93. https://doi.org/10.17977/um001v8i22023p78-93
Copyright (c) 2023 Septinda Rima Dewanti, Yuejiao Wu
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