PENGARUH PELATIHAN PSIKOEDUKASI TERHADAP PEMAHAMAN ORANGTUA MENGENAI RESILIENSI ANAK CERDAS ISTIMEWA (GIFTED) DAN IMPLIKASINYA PADA ANAK
DOI:
https://doi.org/10.26486/psikologi.v23i2.1605Keywords:
Psikoedukasi, Relisiensi, Anak giftedAbstract
Masalah rendahnya resiliensi sering terjadi pada anak cerdas istimewa, dengan tingkat inteligensi yang tinggi dan karakteristik kepribadaian yang khas yang berbeda dengan anak yang lain, membuat mereka berpotensi memiliki kesulitan dan kegagalan dalam penyesuaian diri baik dengan orang lain, maupun dengan dirinya sendiri. Metode penelitian denga quasi-experiment, dengan single group pretest-posttest. Partisipan adalah 16 orangtua yang memiliki anak  gifted yang bergabung dalam Parents Support Group of Gifted Children yang bertempat tinggal di Yogyakarta. Pendekatan dalam eksperimen menggunakan psikoedukasi dengan pelatihan. Pelaksanan dilakukan dengan daring, dilakukan dalam lima kali pertemuan selama lima minggu dengan materi sebagai berikut, pertama pemahaman tentang resiliensi, kedua problem resiliensi anak cerdas istimewa, ketiga mengidentifikasi protective factors dan risk factors pengembangan resiliensi anaknya, ke empat dan kelima pelatihan untuk meningkatkan pelatihan Mindfulness-Strength Focused dan Coping & Problem-Solving Focused Strategy. Hasil analisis stattistik menunjukkan peningkatan yang signifikan pada resiliensi anak gifted (t=t 4.467, p<0.00). Pelatihan ini juga berhasil meningkatkan pengetahuan orangtua tentang karakteristik anak gifted, resiliensi, dan mampu menerapkan tehnik-tehnik seperti Mindfulness-Strength Based Parenting, Mindfulness Breathing Exercise, setelah orangtua mendapat pelatihan atau psikoedukasi tentang resiliensi.
References
Alexopoulou, A., Batsou, A., & Drigas, A. (2019). Resilience and academic underachievement in gifted students: Causes, consequenses and strategic methods of prevention and intervention. iJoe, 15(14), 78-86. doi:https://doi.org/10.3991/ijoe.v15i14.11251
Atwool, N. (2006). Attachment and resilience: Implications for children in care. Child Care in Practice, 12(4), 315-330. doi:http://dx.doi.org/10.1080/1357527060086322 (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Henley, R. (2010). Resilience enhancing psychosocial programmes for youth in different cultural context: Evaluation and research. Progress in Development Studies, 10(4), 295-307. doi:https://doi.org/10.1177/146499340901000403
• Jackson, R., & Watkin, C. (2004). The resilience inventory: Seven essential skills for overcoming life's obstacles and determining happiness. Selection & Development Review, 20(6), 13-17. DOI: 10.1093/acprof:oso/9780195150100.003.0009
Kaplan, C. P., Turner, S., Norman, E., & Stillson, K. (1996). Promoting resilience strategies: A modified consultation model. Social Work in Education, 18(3), 158-168. https://doi.org/10.1093/cs/18.3.158
Kerr, B. (2016). Resilience and Gifted Children. Retrieved July 1, 2020, from Davidson Institude: https://www.davidsongifted.org/search-database/entry/a10925
Lukens, E. P., & McFarlane, W. R. (2006). Psychoeducation as Evidence-Based Practice: Consideration for Practice, Research, ans Policy. In A. R. Roberts, & K. R. Yeager (Eds.), Foundations of evidence-based social work practice (pp. 291-313). Oxford University. Press. https://scholar.google.co.id/scholar?q=Lukens,+E.+P.,+%26+McFarlane,+W.+R.+(2006)&hl=en&as_sdt=0&as_vis=1&oi=scholart
Manasawala, S. A., & Desai, D. N. (2019). Meeting the educational needs of a gifted child: A parent's narrative. Gifted Education International, 35(3), 189-200. doi:https://doi.org/10.1177/0261429419863440
Myers, R. (2018, January 30). How to Develop Attachment with a Child. California. Retrieved July 20, 2020, from https://childdevelopmentinfo.com/development/how-to-develop-attachment-with-a-child/#gs.at3vwp
Sharp, J. E., Niemic, R. M., & Lawrence, C. (2016). Using mindfulness based strengths practices with gifted populations. Gifted Education International, 33(2), 131-144. doi:https://doi.org/10.1177/0261429416641009
Shure, M. B., & Aberson, B. (2005). Enhancing the Process of Resilience trough Effective Thinking. In S. Goldstein, & R. B. Brooks, Handbook of Resilience in Children (pp. 373-394). Boston: Springer. doi:https://doi.org/10.1007/0-306-48572-9_22
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194-200. doi:httpss://doi.org/10.1080/10705500802222972
Supratiknya, A. (2011). Merancang Program dan Modul Psikoedukasi edisi revisi. Yogyakarta: Universitas Sanata Dharma. http://repository.usd.ac.id/id/eprint/12880
van Tiel, J. M., & van Tiel, J. F. (2015). Perfeksionisme & Faalangst: Anakku Cerdas Istimewa. Jakarta: Prenadamedia Group.
van Tiel, J. M., & Widyorini, E. (2014). Deteksi & Penanganan Anak Cerdas Istimewa (Anak Gifted). Jakarta: Prenadamedia Group.
Walsh, J. (2010). Psychoeducation in Mental Health. Oxford University Press.
Weber, C. L., & Stanley, L. (2012). Educating parents of gifted children: Designing effective workshops for changing parent perceptions. Gifted Child Today, 35(2), 128-136. doi:https://doi.org/10.1177/1076217512437734
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with INSIGHT: Jurnal Ilmiah Psikologi agree to the following terms:
Authors retain copyright and grant the Insight right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Insight. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Insight.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).