Nita Rohayati

POSITIVE SELF-TALK: STRATEGI PSIKOEDUKASI UNTUK MENGHADAPI PUBERTAS DAN TANTANGAN EMOSIONAL

Introduction

Positive self-talk: strategi psikoedukasi untuk menghadapi pubertas dan tantangan emosional. Temukan bagaimana psikoedukasi positive self-talk membantu siswa SD menghadapi pubertas dan tantangan emosional. Tingkatkan pemahaman, kepercayaan diri, dan ketahanan emosional mereka.

Abstract

Masa pra-remaja merupakan periode transisi penting yang ditandai oleh perubahan fisik, emosional, dan sosial yang dapat memengaruhi kesejahteraan psikologis siswa. Artikel ini memaparkan kegiatan pengabdian kepada masyarakat berupa psikoedukasi yang bertujuan untuk membantu siswa kelas 6 SD mengenali emosi mereka, memahami perubahan pubertas, dan menerapkan positive self-talk sebagai strategi untuk membangun kepercayaan diri dan ketahanan emosional. Program ini terdiri dari tiga sesi utama: memahami pubertas, mengenali emosi dan pengaturan diri, serta latihan positive self-talk. Hasil kegiatan menunjukkan peningkatan pemahaman siswa terhadap perubahan pubertas dan pengelolaan emosi, dengan 85% siswa mampu mengenali perubahan yang dialami dan 90% menggunakan kartu afirmasi positif dalam kehidupan sehari-hari. Program ini memberikan kontribusi positif terhadap kesejahteraan emosional siswa, meskipun memiliki keterbatasan pada durasi pelaksanaan. Artikel ini merekomendasikan pengembangan modul pendamping untuk mendukung keberlanjutan program di lingkungan sekolah dan rumah.

Review

This paper presents a timely and relevant psychoeducational intervention aimed at supporting 6th-grade students during the critical pre-adolescent phase. Addressing the significant physical, emotional, and social changes associated with puberty, the community service program described utilizes positive self-talk as a core strategy to foster emotional resilience and self-confidence. The initiative directly tackles the often-overlooked psychological well-being of primary school students transitioning into adolescence, positioning itself as a valuable contribution to school-based mental health support during a period of considerable developmental flux. The program's structured approach, comprising sessions on understanding puberty, emotional recognition, and practical positive self-talk exercises, demonstrates a thoughtful design to equip students with tangible coping mechanisms. The reported outcomes are encouraging, with a high percentage of students (85%) showing improved recognition of pubertal changes and an impressive 90% actively utilizing positive affirmation cards in their daily lives. These results suggest a notable immediate impact on students' understanding and adoption of beneficial emotional management strategies, highlighting the intervention's effectiveness in promoting positive emotional development during a vulnerable developmental stage. While the article effectively showcases the immediate positive impact, it candidly acknowledges the program's limitation regarding implementation duration. This brevity might restrict the long-term sustainability and depth of integration of positive self-talk practices into students' routines, warranting further investigation into sustained effects. The recommendation for developing accompanying modules for school and home environments is astute, suggesting avenues for extending the program's reach and embedding its principles more deeply. Future research could benefit from longer-term follow-up studies and exploration into parental or teacher involvement to amplify and reinforce the positive gains observed.

Full Text

Comments

You need to be logged in to post a comment.