Burnout and Its Relationships With Alexithymia, Stress, Self-Esteem, Depression, Alcohol Use Disorders, and Emotional Intelligence

Perilaku sek bebas, narkoba, dan mengkonsumsi minuman keras menyumbang tingginya masalah kesehatan pada Pemandu Lagu (PL). Perilaku tersebut dilakukan sebagai wujud pelayanan terhadap tamu oleh Pemandu Lagu (PL) yang datang di tempat karaoke. Penelitian ini bertujuan untuk mengetahui hubungan self esteem dengan perilaku mengkonsumsi minuman keras pada Pemandu Lagu (PL) di tempat-tempat karaoke. Desain penelitian ini menggunakan deskriptif korelasi dengan pendekatan cross sectional. Sampel diambil secara total sampling sebanyak 48 Pemandu Lagu (PL) di tempat-tempat karaoke. Alat penelitian menggunakan kuesioner, The Simple Rathus Assertiveness Schedule Questionnaire, Rosenberg Self-Esteem, dan Scale Alcohol Use Disorders Identification Test (AUDIT). Data dianalisis secara univariat dan bivariat menggunakan uji chi square. Hasil penelitian menunjukkan ada hubungan self esteem (ρvalue= 0,002; ρvalue<0,05) dengan perilaku mengkonsumsi minuman keras pada Pemandu Lagu (PL) di tempat-tempat karaoke. Semakin self esteem pemandu lagu baik, maka semakin terhindar dari perilaku mengkonsumsi minuman keras. Penelitian selanjutnya diharapkan meneliti variabel-variabel lain yang berkontribusi dengan perilaku Pemandu Lagu (PL) mengkonsumsi minum minuman keras melalui metode yang berbeda. Kata kunci: Perilaku mengkonsumsi minuman keras, pemandu lagu (PL) THE RELATIONSHIP BETWEEN SELF ESTEEM AND THE BEHAVIOR OF CONSUMING LIQUOR ON SONG GUIDES (PL) ABSTRACTFree-sex behavior, drugs, and drinking alcohol contribute to high health problems in Work as a Song Guide (PL). This behavior is carried out as a form of service to guests by a Song Guide (PL) who comes to a karaoke place. This study aims to determine the relationship between self esteem and the behavior of consuming liquor on Song Guides (PL) in karaoke places. The design of this study used descriptive correlation with a cross sectional approach. Samples were taken in total sampling with 48 Song Guides (PL) in karaoke places. The research tool used a questionnaire, The Simple Rathus Assertiveness Schedule Questionnaire, Rosenberg Self-Esteem, and the Alcohol Use Disorders Identification Test (AUDIT) Scale. Data were analyzed by univariate and bivariate using the chi square test. The results of the study show that there is a relationship between self esteem (value = 0.002; ρvalue <0.05) with the behavior of consuming liquor in Song Guides (PL) in karaoke places. The better the self-esteem of the song guide, the more avoid the behavior of consuming liquor. Further research is expected to examine other variables that contribute to the Song Guide behavior (PL) consuming drinking through different methods. Keywords: Behavior consuming liquor, song guide (PL)

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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