Efektivitas Online-based Group Stress Management Intervention terhadap Stres Remaja Perempuan Selama Pembelajaran Jarak Jauh
DOI:
https://doi.org/10.35814/mindset.v14i01.4042
Abstract views: 88 | PDF (Bahasa Indonesia) downloads: 89
Abstract views: 88 | PDF (Bahasa Indonesia) downloads: 89
Keywords:
adolescent girl, online-based group intervention, stress management
Abstract
This study aimed to test the effectiveness of online-based group stress management intervention for adolescent girls experiencing increased stress due to the distance learning system implemented during the Covid-19 pandemic. The intervention program was conducted for 8 sessions with 8 participants aged 16-17, with each session lasting 60-90 minutes. The effectiveness of the intervention was measured using the Perceived Stress Scale (PSS) and Brief COPE questionnaire before, after, and one month after the intervention. The results showed a decrease in stress and an increase in effective coping strategies among the participants, indicating that online-based group stress management intervention can effectively address stress in adolescent girls during the implementation of distance learning systems due to the Covid-19 pandemic.
References
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Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman’s psychological stress and coping theory. The handbook of stress and health, 349-364. https://doi.org/10.1002/9781118993811.ch21.
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De Anda, D. (2002). Stress Management for Adolescents: A Cognitive-Behavioral Program. Research Press.
Esposito, S., & Principi, N. (2020). School closure during the coronavirus disease 2019 (COVID-19) pandemic: an effective intervention at the global level?. JAMA pediatrics, 174(10), 921-922. https://doi.org/10.1001/jamapediatrics.2020.1892.
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Pasaribua, P. E., & Zarfielb, M. D. (2019). Cognitive Behavioral Therapy Treatment for Reducing Stress: A Case Study of Self-Acceptance in an Early Adult College Student. In 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018) (pp. 631-644). Atlantis Press.
Pretzer, J. L., & Beck, A. T. (2007). Cognitive approaches to stress and stress management. In P. L. Lehrer, R. L. Woolfolk, W. E. Sime (Ed). Principles and practice of stress management. The Guilford Press.
RI, P. (2013). Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 119 Tahun 2014 tentang Penyelenggaraan Pendidikan Jarak Jauh Jenjang Pendidikan Dasar Dan Menengah. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Sarafino, E. P. & Smith, T. W. (2011). Health Psychology. Biopsychosocial Interaction (7th ed). John Wiley & Sons, Inc.
Seniati, L., Yulianto, A., Setiadi, B. N., (2014). Psikologi Eksperimen. PT. Ilndeks.
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X
Wilhsson, M., Svedberg, P., Högdin, S., & Nygren, J. M. (2017). Strategies of adolescent girls and boys for coping with school-related stress. The Journal of School Nursing, 33(5), 374-382. https://doi.org/10.1177/1059840516676875
Xhaferi, B., & Xhaferi, G. (2020). Online Learning Benefits and Challenges During the COVID 19-Pandemic-Students’ Perspective from SEEU. Seeu Review, 15(1), 86-103. https://doi.org/ 10.2478/seeur-2020-0006.
Yahav, R., & Cohen, M. (2008). Evaluation of a cognitive-behavioral intervention for adolescents. International Journal of Stress Management, 15(2), 173. https://doi.org/10.1037/1072-5245.15.2.1
Barrera, T. L., Mott, J. M., Hofstein, R. F., & Teng, E. J. (2013). A meta-analytic review of exposure in group cognitive behavioral therapy for posttraumatic stress disorder. Clinical Psychology Review, 33(1), 24-32. https://doi.org/10.1016/j.cpr.2012.09.005.
Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman’s psychological stress and coping theory. The handbook of stress and health, 349-364. https://doi.org/10.1002/9781118993811.ch21.
Biggs, K., Hind, D., Gossage-Worrall, R., Sprange, K., White, D., Wright, J., ... & Cooper, C. (2020). Challenges in the design, planning and implementation of trials evaluating group interventions. Trials, 21(1), 1-16. https://doi.org/10.1186/s13063-019-3807-4.
Bitty, F., Asrifuddin, A., & Nelwan, J. E. (2019). Stres dengan status gizi remaja di sekolah menengah pertama negeri 2 manado. Kesmas, 7(5).
Borek AJ, Abraham C. (2018). How do Small Groups Promote Behaviour Change? An Integrative Conceptual Review of Explanatory Mechanisms. Appl Psychol Health Well Being. 10(1), 30-61. https://doi.org/ 10.1111/aphw.12120.
Branson, V., Palmer, E., Dry, M. J., & Turnbull, D. (2019). A holistic understanding of the effect of stress on adolescent well‐being: A conditional process analysis. Stress and Health, 35(5), 626-641. https://doi.org/10.1002/smi.2896.
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet. https://doi.org/10.1016/s0140-6736(20)30460-8.
Carver, C. S. (1997). You want to measure coping but your protocol too long: Consider the brief cope. International journal of behavioral medicine, 4(1), 92- 100.https://doi.org/10.1207/s15327558ijbm04016.
De Anda, D. (2002). Stress Management for Adolescents: A Cognitive-Behavioral Program. Research Press.
Esposito, S., & Principi, N. (2020). School closure during the coronavirus disease 2019 (COVID-19) pandemic: an effective intervention at the global level?. JAMA pediatrics, 174(10), 921-922. https://doi.org/10.1001/jamapediatrics.2020.1892.
Huli, P. R. (2014). Stress management in adolescence. Journal of Humanities & Social Science, 2(7), 50-7. www.questjournals.org.
Inchausti, F., MacBeth, A., Hasson-Ohayon, I. & Dimaggio, G. (2020). Psychological intervention and COVID-19: what we know so far and what we can do. Journal of Contemporary Psychotherapy, 50, 243-250.https://doi.org/10.1007/s10879-020-09460-w
Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., & Somekh, E. (2020). Behavioral and Emotional Disorders in Children during the COVID-19 Epidemic. The Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2020.03.013.
Krapić, N., Hudek-Knežević, J., & Kardum, I. (2015). Stress in adolescence: Effects on development. International Encyclopedia of the Social & Behavioral Sciences, 23, 562-569. https://doi.org/ 10.1016/B978-0-08-097086-8.23031-6.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.
Lopez, J. D. (2014). Healthy and maladaptive coping strategies among master of social work students. California State University San Bernardino .
McNamara, S. (2001). Stress Management Programme for Secondary School Students: A Practical Resource for Schools. Routledge.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27–S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785.
Nearchou, F., Flinn, C., Niland, R., Subramaniam, S. S., & Hennessy, E. (2020). Exploring the impact of COVID-19 on mental health outcomes in children and adolescents: a systematic review. International journal of environmental research and public health, 17(22), 8479. https://doi.org/10.3390/ijerph17228479ww
Newman, B. M., & Newman, P. R. (2012). Development Through Life: A Psychosocial Approach. Cengage Learning.
Östberg, V., Almquist, Y. B., Folkesson, L., Låftman, S. B., Modin, B., & Lindfors, P. (2015). The complexity of stress in mid-adolescent girls and boys. Child Indicators Research, 8(2), 403-423. https://doi.org/10.1007/s12187-014-92457.
Pasaribua, P. E., & Zarfielb, M. D. (2019). Cognitive Behavioral Therapy Treatment for Reducing Stress: A Case Study of Self-Acceptance in an Early Adult College Student. In 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018) (pp. 631-644). Atlantis Press.
Pretzer, J. L., & Beck, A. T. (2007). Cognitive approaches to stress and stress management. In P. L. Lehrer, R. L. Woolfolk, W. E. Sime (Ed). Principles and practice of stress management. The Guilford Press.
RI, P. (2013). Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 119 Tahun 2014 tentang Penyelenggaraan Pendidikan Jarak Jauh Jenjang Pendidikan Dasar Dan Menengah. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Sarafino, E. P. & Smith, T. W. (2011). Health Psychology. Biopsychosocial Interaction (7th ed). John Wiley & Sons, Inc.
Seniati, L., Yulianto, A., Setiadi, B. N., (2014). Psikologi Eksperimen. PT. Ilndeks.
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X
Wilhsson, M., Svedberg, P., Högdin, S., & Nygren, J. M. (2017). Strategies of adolescent girls and boys for coping with school-related stress. The Journal of School Nursing, 33(5), 374-382. https://doi.org/10.1177/1059840516676875
Xhaferi, B., & Xhaferi, G. (2020). Online Learning Benefits and Challenges During the COVID 19-Pandemic-Students’ Perspective from SEEU. Seeu Review, 15(1), 86-103. https://doi.org/ 10.2478/seeur-2020-0006.
Yahav, R., & Cohen, M. (2008). Evaluation of a cognitive-behavioral intervention for adolescents. International Journal of Stress Management, 15(2), 173. https://doi.org/10.1037/1072-5245.15.2.1
Published
2023-06-26
How to Cite
Sharfina Divo, & Tjakrawiralaksana, M. A. (2023). Efektivitas Online-based Group Stress Management Intervention terhadap Stres Remaja Perempuan Selama Pembelajaran Jarak Jauh. Jurnal Ilmiah Psikologi MIND SET, 14(01), 43-57. https://doi.org/10.35814/mindset.v14i01.4042
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Articles
