The Effect of Therapeutic Group Therapy on Parents’ Ability to Stimulate the Initiative Development for Preschool Children during Covid-19 Pandemic
DOI:
https://doi.org/10.22219/jk.v12i1.15201Keywords:
Therapeutic group therapy, Initiative development, Preschool ChildrenAbstract
Introduction: The Covid-19 pandemic causes learning activities to be carried out at home. Parents encounter obstacles in stimulating their child's development because they do not understand how to stimulate and tend to leave it to school. Preschoolers are in the initiative development stage that focus on exploring creativity. Initiative development is preparation for children to cope larger stressors at school age. Objectives: This study aimed to analyze the effect of therapeutic group therapy on the parents’ ability to stimulate initiative development. Methods: This study used one group pre-postest design method. The sample was 32 parents of kindergarten and early childhood education students in Malang City. The independent variable was online therapeutic group therapy. The dependent variable was the parents’ ability to stimulate initiatives development. Results: The results indicated that the average score of the parents' ability to perform stimulation before therapeutic group therapy implementation was 44.19. After therapy, the average score increased to 55.84. Statistical test used Paired T-test showed that the p-value is 0.000 (p-value <0.05), so it can be concluded that therapeutic group therapy had a significant effect on the ability of parents to stimulate initiative development. Conclusions: This study recommends the importance of increasing the parents’ ability to stimulate the pre-school children's initiative development. The school can work together with health workers, especially mental nurses, in therapeutic group therapy activities to increase the parents’ active role in stimulating children's development, thereby optimizing children's psychosocial development.
Downloads
References
Bornstein, M. H. (2018). Psychosocial Development. In The SAGE Encyclopedia of Lifespan Human Development (pp. 1772–1774). https://doi.org/10.4135/9781506307633.n661
BPS. (2011). Indonesia Dalam Angka. Jakarta: Badan Pusat Statistik.
Charach, A., Bélanger, S. A., McLennan, J. D., & Nixon, M. K. (2017). Screening for disruptive behaviour problems in preschool children in primary health care settings. Paediatrics and Child Health (Canada), 22(8), 478–493. https://doi.org/10.1093/pch/pxx128
Cross, T. L., & Cross, J. R. (2017). Maximizing potential: A school-based conception of psychosocial development. High Ability Studies, 28(1), 43–58. https://doi.org/10.1080/13598139.2017.1292896
Drouin, M., McDaniel, B. T., Pater, J., & Toscos, T. (2020). How Parents and Their Children Used Social Media and Technology at the Beginning of the COVID-19 Pandemic and Associations with Anxiety. Cyberpsychology, Behavior, and Social Networking, 00(00). https://doi.org/10.1089/cyber.2020.0284
Feist, J & Feist, J. G. (2008). Theories of personality (6th ed). New York: The McGraw Hill Companies, Inc., 1221 Aveneu of the Americas.
Glascoe, F. P., & Leew, S. (2010). Parenting behaviors, perceptions, and psychosocial risk: Impacts on young children’s development. Pediatrics, 125(2), 313–319. https://doi.org/10.1542/peds.2008-3129
Gustafsson, B. M., Proczkowska-Björklund, M., & Gustafsson, P. A. (2017). Emotional and behavioural problems in Swedish preschool children rated by preschool teachers with the Strengths and Difficulties Questionnaire (SDQ). BMC Pediatrics, 17(1), 1–10. https://doi.org/10.1186/s12887-017-0864-2
Hetherington. (2009). Child Psychology. A Contemporary Viewpoint. New York: McGraw Hils Companies.
Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting. Pediatrics, 139(1), 1–11. https://doi.org/10.1542/peds.2015-1175
Johari Talib, Zulkifli Mohamad, & Maharam Mamat. (2011). Effects of Parenting Style on Children Development. World Journal of Social Sciences, 1(2), 14–35. Retrieved from http://www.wjsspapers.com/static/documents/May/2011/2. Johari.pdf
Livana PH, R. A. (2018). Pendidikan Kesehatan Tentang Perkembangan Psikososial Sebagai Upaya Pencegahan Kekerasan Fisik Dan Verbalpada Anak Usia Sekolah Di Kota Kendal (Health Education O Psychososial Development As An Effort Of To Prevent Physical And Verbal Violence Of School A. Jurnal Ners Dan Kebidanan, 5(2), 97–104. https://doi.org/10.26699/jnk.v5i2.ART.p097
McAleese, A., Lavery, C., & Dyer, K. F. W. (2014). Evaluating a Psychoeducational, Therapeutic Group for Parents of Children with Autism Spectrum Disorder. Child Care in Practice, 20(2), 162–181. https://doi.org/10.1080/13575279.2013.820171
McNeill, J., Howard, S. J., Vella, S. A., Santos, R., & Cliff, D. P. (2018). Physical activity and modified organized sport among preschool children: Associations with cognitive and psychosocial health. Mental Health and Physical Activity, 15(March), 45–52. https://doi.org/10.1016/j.mhpa.2018.07.001
Menvielle, E. J., & Rodnan, L. A. (2011). A Therapeutic Group for Parents of Transgender Adolescents. Child and Adolescent Psychiatric Clinics, 20(4), 733–743. https://doi.org/10.1016/j.chc.2011.08.002
Olfson, M., Druss, B. G., & Marcus, S. C. (2015). Trends in Mental Health Care among Children and Adolescents. New England Journal of Medicine, 372(21), 2029–2038. https://doi.org/10.1056/nejmsa1413512
Setyaningsih, T., Keliat, B. A., W.U, T., Lindawati, & Mustikasari. (2012). Efektivitas terapi kelompok terapeutik dan psikoedukasi perkembangan insisiatif anak usia prasekolah di Kelurahan Baranang Siang Bogor Timur tahun 2012. (May 2014). https://doi.org/10.13140/2.1.5059.0729
Stead, L. F., Carroll, A. J., & Lancaster, T. (2017). Group behaviour therapy programmes for smoking cessation. Cochrane Database of Systematic Reviews, 2017(3). https://doi.org/10.1002/14651858.CD001007.pub3
Stuart, G. (2013). Principles and practice of psychiatric nursing (10th ed.). St.Louis: Mosby.
Susanti, Y. & L. P. (2019). Pengaruh Pemberian Terapi Kelompok Terapeutik Anak Usia the Effect of Providing Therapeutic Therapy for Toddler-Age Children on the Psychosocial Development of Toll-Age Children. Jurnal Keperawatan Jiwa, 7(2), 227–230.
Sved Williams, A. E., Yelland, C., Hollamby, S., Wigley, M., & Aylward, P. (2018). A New Therapeutic Group To Help Women With Borderline Personality Disorder and Their Infants. Journal of Psychiatric Practice®, 24(5). Retrieved from https://journals.lww.com/practicalpsychiatry/Fulltext/2018/09000/A_New_Therapeutic_Group_To_Help_Women_With.5.aspx
Syah, R. H. (2020). Dampak Covid-19 pada Pendidikan di Indonesia: Sekolah, Keterampilan, dan Proses Pembelajaran. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(5). https://doi.org/10.15408/sjsbs.v7i5.15314
Townsend, C. M. (2009). Essentials of psychiatric mental health nursing (5th ed.). Philadelphia: F.A. Davis Company.
Trihadi, D., Indonesia, U., Keperawatan, F. I., Studi, P., Ilmu, M., & Jiwa, K. K. (2009). Pengaruh terapi kelompok terapeutik terhadap kemampuan keluarga dalam memberikan stimulasi perkembangan dini usia kanak - kanak di kelurahan bubulak kota bogor tahun 2009. Universitas indonesia.
Yulianto, Y., Lestari, Y. A., & Suwito, E. D. (2017). Hubungan Pola Asuh Orang Tua Dengan Perkembangan Psikososial Anak Prasekolah Di Tk Pkk Xi Winong Kecamatan Gempol Kabupaten Pasuruan. Nurse and Health: Jurnal Keperawatan, 6(2), 21–29. https://doi.org/10.36720/nhjk.v6i2.18
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Muhammad Ari Arfianto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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 acknowledgment of its initial publication in this journal.
- 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).
This journal is licensed under the a Creative Commons Attribution-ShareAlike 4.0 International License.
