Abstract:
This study examines the impacts of earthquakes on individuals and communities,
focusing on the professional interventions of school counselors for students. Utilizing a
qualitative research model, specifically the phenomenological analysis method, the
study involved semi-structured interviews with 15 psychological counselors/guidance
teachers working in secondary schools in Malatya, who experienced the
Kahramanmaraş earthquake. The aim of the research is to understand the
psychological, behavioral, and academic impacts of the earthquake on children and to
evaluate the roles of school counselors in this process. The findings reveal that
emotional reactions such as fear, anxiety, panic, anger, and lack of trust were
commonly observed among students after the earthquake. On a behavioral level, issues
such as adjustment problems, school absenteeism, bullying, and aggression came to
the forefront. In terms of academic performance, problems like lack of motivation,
aimlessness, and distraction were identified although some students reportedly
became more focused on achievement. Psychosocial support included activities,
psychoeducation programs, the creation of safe spaces, and awareness-raising
initiatives regarding trauma. However, the effectiveness of these interventions was
reported to be limited, primarily due to insufficient parental involvement in the process,
which hindered the achievement of desired outcomes. In educational settings,
inadequate physical modifications and the pronounced difficulties students faced in
maintaining attention and focus were noted. This study underscores the need for more
comprehensive and effective structuring of post-earthquake psychosocial support
programs and highlights the importance of interventions that facilitate students'
adaptation processes in educational environments.
