Biography
Biography pending.
Conference contributions 1
NOMINATION NOBEL PEACE PRIZE MICRO-LEARNING EDUCATION AND HUMAN DEVELOPMENT ANIMATION ON CHILD FRIENDLY CULTURE FOR TRAUMA REHABILITATION AFTER DISASTER WITHIN THE SDGS FRAMEWORK
Background: Children are among the most vulnerable populations in disaster contexts, facing not only physical risks but also profound psychological trauma that can impede long-term development, educational attainment, and social cohesion. Traditional post-disaster psychosocial support often relies on trained mental health professionals, which is resource-intensive and inaccessible in many low-resource settings. Micro-learning animations—short, visually engaging, and easily deployable digital tools—offer a scalable alternative for delivering trauma-informed, child-friendly content that promotes psychological first aid, emotional regulation, and a return to normalcy through culturally grounded narratives. Objective: This study developed and evaluated a micro-learning animation titled "Child-Friendly Culture for Trauma Rehabilitation," designed to support children's psychosocial recovery after natural disasters within the framework of the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities). The intervention aims to reduce post-traumatic stress symptoms, rebuild a sense of safety through familiar cultural symbols and routines, and empower children with basic self-regulation techniques. Methodology: The research employed the PLOM (Plan-Learn-Observe-Measure) design-based framework. In the Plan phase, we identified target user needs through consultations with child psychologists, disaster response agencies, and educators in three disaster-prone regions (Indonesia, the Philippines, and Haiti). A 4-minute motion-graphics animation was scripted, featuring locally recognizable cultural elements (e.g., traditional games, communal storytelling, simple breathing exercises) delivered by a child-friendly animated character. The Learn phase involved expert validation (n=5 child trauma specialists) and iterative refinement of content, achieving a Content Validity Index of 0.91. The Observe phase comprised a mixed-method pilot study with 60 children aged 7–12 years who had experienced a natural disaster within the preceding 12 months, recruited through community health centers. Participants were randomly assigned to either watch the animation (intervention group, n=30) or receive standard printed psychosocial materials (control group, n=30). Outcomes were measured at baseline, immediate post-intervention, and 2-week follow-up using the Child Revised Impact of Events Scale (CRIES-8) and a locally adapted Emotional Regulation Knowledge Quiz. The Measure phase calculated the Microlearning Effectiveness Index (MEI) for knowledge gain and effect sizes for trauma symptom reduction. Results: Preliminary findings from the Observe phase indicate that the intervention group demonstrated a 37% reduction in mean CRIES-8 scores from baseline to 2 week follow-up (Cohen's d = 0.72, moderate to large effect), compared to a 12% reduction in the control group. Knowledge of basic self-regulation techniques increased by 52% in the intervention group versus 18% in the control group. The MEI was calculated at 68.3%, exceeding the 60% benchmark for effective public health microlearning. Qualitative feedback from children and caregivers highlighted that the use of familiar cultural symbols (local folk characters, traditional songs) reduced anxiety and increased engagement. Children reported feeling "less scared" and more confident in using taught techniques (e.g., "breathing like a dragon") during aftershocks or disaster anniversaries. Conclusion: This study demonstrates that a culturally grounded micro-learning animation, developed through the PLOM framework, is an effective, scalable, and low-cost tool for trauma rehabilitation among disaster-affected children. The intervention aligns directly with SDG Target 3.4 (promote mental health and well-being), SDG 4.7 (education for sustainable development and global citizenship), and SDG 11.b (disaster risk reduction). Future research should expand to a multi site randomized controlled trial with longer follow-up and integrate the animation into national school based disaster preparedness curricula. The PLOM methodology offers a replicable blueprint for creating and validating peace oriented, child friendly media across diverse cultural contexts.