Juni Iswanto, Agus Tohawi, Mas'ud

Program Deteksi Dini dan Edukasi Kesehatan Mental Remaja melalui Peer Educator di SMP Sains Terpadu Darussa'adah Pace Nganjuk

Introduction

Program deteksi dini dan edukasi kesehatan mental remaja melalui peer educator di smp sains terpadu darussa'adah pace nganjuk . Program deteksi dini & edukasi kesehatan mental remaja di SMP Sains Terpadu Darussa'adah Nganjuk via peer educator. Tingkatkan kesadaran, kurangi stigma, dan fasilitasi dukungan proaktif.

Abstract

This program implements an integrated Early Detection and Mental Health Education initiative for adolescents at SMP Sains Terpadu Darussa'adah Pace, Nganjuk, utilizing a Peer Educator model. Selected students undergo training to become peer educators, equipping them with foundational knowledge of adolescent mental health, skills to recognize early signs of psychological distress, and techniques for providing basic peer support. These trained peers actively disseminate mental health information, foster awareness, and reduce associated stigma among the student body. Crucially, they serve as accessible first points of contact, identifying peers potentially struggling and facilitating timely referrals to professional school resources like guidance counselors (BK Teachers) or psychologists. The program successfully creates a more supportive school environment, empowers students through peer-led education, and establishes a proactive system for early intervention. This approach enhances overall mental well-being and promotes help-seeking behavior within the junior high school setting.

Review

This abstract presents an intriguing and highly relevant initiative focused on adolescent mental health within a junior high school setting in Indonesia. The program's core strength lies in its integrated approach, combining early detection with mental health education through the innovative use of a peer educator model. The commitment to empowering students to become agents of change for mental well-being is commendable, particularly in fostering awareness and reducing stigma among their peers. The stated outcomes of creating a more supportive environment, promoting help-seeking behavior, and establishing a proactive intervention system underscore the significant potential impact of this program. The methodology, as described, appears robust in its conceptualization. The systematic training of selected students to become peer educators, equipping them with foundational knowledge, distress recognition skills, and basic peer support techniques, is a well-designed strategy. These trained individuals serve a crucial role as accessible first points of contact, not only disseminating vital information but also identifying struggling peers and facilitating timely referrals to professional resources like guidance counselors or psychologists. This dual function of education and early intervention, leveraging the natural social dynamics of adolescence, positions the program to be highly effective in addressing mental health challenges from within the student community. While the abstract effectively outlines the program's goals and mechanisms, a comprehensive journal article would significantly benefit from further elaboration on several key aspects. Specifically, details regarding the duration and specific content of the peer educator training, the selection criteria for participating students, and the metrics used to determine the program's "success" (e.g., quantifiable data on referrals, reported changes in stigma, pre/post surveys on awareness or help-seeking intentions) would greatly enhance its scientific rigor. Furthermore, insights into the sustainability plan for the peer educator network and the long-term impact on student mental health would be invaluable. Nonetheless, this program represents a vital step towards fostering better mental health support in schools and merits thorough documentation and dissemination.

Full Text

Comments

You need to be logged in to post a comment.