Disaster Memories and Population Resilience

Tisseron, Serge; Agneray, F.; Poulain, Léna

doi:10.1016/b978-1-78548-269-4.50019-6

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…The test can allocate two strategies and eight approach types. In contrast to stress coping, resilience refers to an individual’s ability to adapt one’s life activities in the wake of a disadvantageous environment, which could involve family, relationships, health problems, and social risk advantage in the workplace [58]. The Sukemune-Hiew Resilience test (SHR) was used to investigate resilience.…”

Section: Methodsmentioning

confidence: 99%

Relation between Psychological Restorativeness and Lifestyle, Quality of Life, Resilience, and Stress-Coping in Forest Settings

Takayama

Morikawa

Bielinis

2019

IJERPH

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Previous research has mainly dealt with the physiological and psychological restorative effects of the forest environment. However, comparatively few studies have focused on how the traits and attributes of individuals (individual traits) affect the restorative effects of the forest environment. In this study, we examined the relationships between the psychological restorative effects offered by perceived restorativeness of outdoor settings and the individual traits. Then, we investigated the relationships between the restorative indicators that are useful in examining the restorative properties (i.e., the Perceived Restorativeness Scale (PRS); seven indicators in total), the psychological restorative effect (Profile of Mood States (POMS), Restorative Outcome Scale (ROS), positive and negative affect schedule (PANAS), and Subjective Vitality Scale (SVS); 10 indicators in total), and the individual trait indicators that could be used to investigate individual traits (Development of Health and Life Habit Inventory for lifestyle, Lazarus-type Stress Coping Inventory for stress coping, World Health Organization Quality of Life Assessment 26 for quality of life (QOL), and Sukemune-Hiew Resilience test for resilience; 28 indicators in total) in forest and urban settings. Respondents consisted of 46 male students in their twenties. A short-term experiment was conducted using the same method in both environmental settings. We then analyzed the intrinsic restorative properties and the restorative effects of the settings and referred to prior research to determine the restorative effects. Furthermore, we analyzed the relationship between the restorative indicators and the individual trait indicators by correlation analysis and multiple regression (step-wise) analysis. These new findings were obtained: (1) the forest setting was a restorative environment with a higher restorative effect than the urban setting; (2) although the forest setting had a higher restorative effect than the urban setting, and the influence of individual traits was small; (3) in the forest setting, the relationship between the restorative indicators and individual traits indicators were arranged; (4) distancing (Stress coping), psychological health (QOL), and satisfaction with living environment (QOL) were likely important indicators that are related to the restorative effects in the forest setting.

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Section: Methodsmentioning

confidence: 99%

Relation between Psychological Restorativeness and Lifestyle, Quality of Life, Resilience, and Stress-Coping in Forest Settings

Takayama

Morikawa

Bielinis

2019

IJERPH

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“…Risk cannot be equated with cause; they are predictors but not necessarily a single, direct cause and, in addition, they are different variables that interact and should be considered as dynamic and not in isolation. As Tisseron [77] points out, the notion of risk factors helps to understand personal and social difficulties, but the presence of numerous risk factors in the same personal situation, without any other type of assessment, could lead one to think that change is impossible, i.e., to deny the possibility of improving the personal situation. This scheme has been replaced by approaches with a socializing and re-educational basis that take into consideration the need to balance risk factors with the potential of the subject and the environment in which he/she develops (risk factors, resilience, etc.).…”

Section: Educational and Social Risk Factors In Diverse Population Groupsmentioning

confidence: 99%

Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

et al. 2021

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Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

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“…This study investigates the interplay between individuals, communities and tsunami memorials, employing ethnographic research methods to understand profound insights into the multidynamics of the interaction in society [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Memory, Meaning, and Monuments: An Ethnographic Study of Tsunami Memorialization in Aceh

Rahman,

Nazaruddin,

Penmellen Boret

et al. 2023

E3S Web Conf.

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The Indian Ocean tsunami of December 26, 2004, left an impact on Aceh, Indonesia, prompting the establishment of tsunami memorials to preserve collective memories. This study examines how individuals and communities interact with tsunami memorials in Banda Aceh and Aceh Besar. It seeks to understand the dynamic intersection between individual, community, and tsunami memorials using collective memory theory. Findings reveal that memorials serve as spaces of recollection, fostering connections with lost loved ones and reinforcing disaster resilience. However, memory erosion occurs over time due to generational shifts and social dynamic changes. Collective memory theory elucidates memorials' broader societal roles, promoting disaster education and empathy. Beyond commemorations, memorials become cultural symbols shaping memories, meanings, identities, and narratives. This research highlights the importance of nuanced memorialization strategies to sustain engagement, foster disaster risk reduction strategies, and honor collective memory.

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Disaster Memories and Population Resilience

Cited by 4 publications

References 7 publications

Relation between Psychological Restorativeness and Lifestyle, Quality of Life, Resilience, and Stress-Coping in Forest Settings

Relation between Psychological Restorativeness and Lifestyle, Quality of Life, Resilience, and Stress-Coping in Forest Settings

Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

Memory, Meaning, and Monuments: An Ethnographic Study of Tsunami Memorialization in Aceh

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