Psikoedukasi Pengasuhan Positif bagi Ibu dengan Status Sosial Ekonomi Menengah ke Bawah
Abstract views: 205 | PDF (Bahasa Indonesia) downloads: 235
Abstract
Mothers in middle-to-low socioeconomic status tend to treat children with harsh punishment and presume it as an effective way, it indicates lack of comprehension about positive parenting, which may hinder child optimal development, especially in critical age 3 to 5 years old. Psychoeducation is one of interventions which is needed to improve comprehension of positive parenting for 3 to 5 years old children. This study aims to find the effectiveness of psychoeducation in improving comprehension of positive parenting for mothers of 3 to 5 years old children with middle-to-low socioeconomic status. Design of this study is one group pretest-posttest design. The subjects are 14 mothers with middle-to-low socioeconomic status background. The psychoeducation was held for three days continuously through video conference. The data were collected 3 times, before and immediately after the intervention, and 10 days after the intervention. Data analysis using Wilcoxon Signed-Rank Test shows significant score difference between before and after psychoeducation (p<0.05). It shows increasing score of positive parenting comprehension after attending the psychoeducation. However, the score decreased in 10 days after the intervention. The study resulted that psychoeducation required a break. Next research, sessions in psychoeducation can be done interspersed not continuously.
References
Berns, R. M. (2012). Child, family, school, community: socialization and support sciences (9th ed.). Cengage Learning Inc.
Bhattacharjee, D., Rai, A.K., Singh, N.K., Kumar, P., Munda, S.M., & Das, B. (2011). Psychoeducation: a measure to strengthen psychiatric treatment. Delhi Psychiatry Journal, 14(1), 33.
Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals. USA: David McKay Company Inc.
Brown, N. W. (2011). Psychoeducational group third edition: Process and practice. New York: Routledge Taylor & Francis Group.
Bruner, J. (1996). The Culture of Education. Combaridge: Harvard University Press.
Bruner, J. (1991). Acts of Meaning. Combaridge: Harvard University Press.
Essa, E. (2010). Introduction to early childhood education (6th ed.). Belmont: Wadsworth Cengage Learning.
Hartwig, S., Robinson, L., Comeau, D., Claussen, A., & Perou, R. (2017). Maternal perceptions of parenting following an evidence-based parenting program: A qualitative study of legacy for children (TM). Infant mental health journal. 38. 10.1002/imhj.21657.
Lawson, K. (2015). The trainer’s handbook of leadership development: tools, techniques, and activities (3rd ed.). San Francisco: John Wiley & Sons.
Sampson, R. J., & Laub, J. H. (1994). Urban poverty and the family context of delinquency: A new look at structure and process in a classic study. Child Development, 65, 523-540.
Sanders, M. R. (1992). Every Parent A Positive Approach to Children’s Behaviour. Sydney: Addison Wesley.
Sanders, M. R. (1999). Triple P-Positive Parenting Program: Towards an empirically validated multilevel parenting and family support strategy for me prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2, 71-90.
Santrock, J. W. (2011). Educational psychology (5th ed.). New York: The McGraw-Hill Companies Inc.
Supriyanto. (2007). Pendidikan Orang Dewasa (Dari Teori Hingga Aplikasi). Banjarbaru: Bumi Aksara.
Walsh, J. (2010). Psycheducation In Mental Health. Chicago: Lyceum Books, Inc.
