scholarly journals Efficacy of Online Group Counseling with Mindfulness-Based Cognitive Approach to Enhance Students’ Humility

2021 ◽  
Vol 4 (1) ◽  
pp. 78-90
Author(s):  
Rohmatus Naini ◽  
Mungin Eddy Wibowo ◽  
Mulawarman Mulawarman
Keyword(s):  
Group Counseling ◽  
Character Strengths ◽  
Control Group ◽  
Cognitive Approach ◽  
Control Group Design ◽  
Mindfulness Skills ◽  
Significant Change ◽  
Character Building ◽  
Online Group

Character building is an important part of the counseling services in the schools. Humility is a character strengths as a basic development others virtue. This study aims to examine the effectiveness of online group counseling with mindfulness-based cognitive approach to enhance students' humility. This study is pretest posttest control group design with 16 students who divided in to experimental and control groups. To measure the students' humility, authors used 32 items of humility scale (α = .901). Furthermore, to measure mindfulness skills using children and adolescence mindfulness measurement (α = .790). Based on the results of the paired t-test data analysis, obtained the pretest – posttest (t = 18,391; p = .56), posttest – follow up (t = -5,769; p = .001), and pretest – follow up (t = -30.549; p = .001). There was a significant change in the humility score which marked by (p < .05). Comparison analysis between the control group (MD = 12.62; SE = .87; p = .001) was interpreted as a significant increase change in the students' humility. In addition, there is a significant interaction between students' humility in the group as evidenced by (F (2,4) = 56,764, P = .001, Ƞp2 = .73). As the result, there is a significant change in mindfulness group counseling effect on increasing humility and has a large interaction effect.

AIDS Education for Health Professionals

1995 ◽  
Vol 25 (1) ◽  
pp. 21-26 ◽  
Author(s):  
Gillian T. Eagle ◽  
Pierre W. Brouard
Keyword(s):  
Attitude Change ◽  
Health Professionals ◽  
Health Workers ◽  
Aids Education ◽  
Control Group ◽  
Control Group Design ◽  
Black Sexuality ◽  
Significant Change ◽  
The One

The effectiveness of a three-day AIDS education course conducted for health workers was assessed by means of change scores measured on a Knowledge and Attitudes scale. A control group design was used and a follow-up was conducted one month after completion of the course. The results indicated that the course was effective in producing significant change on the dimensions of ‘Attitudes to Homosexuals' and ‘Attitudes to black Sexuality’. There was no significant change in ‘Attitudes to AIDS’ or ‘Knowledge of AIDS’. These results were confirmed at the one-month follow-up. The results suggest that time-limited education programmes can be effective in producing attitude change in health professionals in relation to AIDS-associated patients and groups.

PELATIHAN REGULASI EMOSI UNTUK MENURUNKAN PERILAKU PERUNDUNGAN PADA REMAJA PELAKU PERUNDUNGAN

2021 ◽  
Vol 14 (1) ◽  
pp. 25-37
Author(s):  
Nurfitria Laili Hidayati ◽  
Rahma Widyana
Keyword(s):  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Test Control

Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan regulasi emosi pada remaja pelaku perundungan untuk mengurangi perilaku perundungan. Subjek dalam penelitian ini berjumlah 10 orang remaja pelaku perundungan yang dibagi menjadi 2 kelompok, yaitu 5 subjek untuk kelompok eksperimen dan 5 subjek untuk kelompok kontrol yang memiliki skor regulasi emosi rendah dan sedang, serta skor perilaku perundungan tinggi dan sedang. Pemilihan subjek dalam penelitian ini dengan menggunakan teknik random assigment. Penelitian ini menggunakan metode pre-test post-test control group design. Alat pengumpulan data berupa skala regulasi emosi, skala perilaku perundungan, observasi dan wawancara. Pelatihan regulasi dalam penelitian ini dilakukan secara online dengan menggunakan aplikasi layana komunikasi video berupa GoogleMeet selama dua kali pertemuan. Hasil penelitian menunjukkan bahwa tidak ada perbedaan tingkat perilaku perundungan pada kelompok eksperimen dan kelompok kontrol setelah diberikan pelatihan regulasi emosi yang dilihat pada hasil pengukuran post-test. Pada hasil pengukuran follow up menunjukkan adanya perbedaan tingkat perilaku perundungan pada kelompok eksperimen dan kelompok kontrol. Namun, ada perbedaan yang signifikan pada tingkat perilaku perundungan dilihat hasil pengukuran post-test dan follow up. Pelatihan regulasi emosi dalam penelitian ini mengajarkan kelompok subjek penelitian untuk mengenali emosi, menyadari emosi, memaknai emosi, dan mengubah emosi negatif menjadi emosi positif dengan mengubah sudut pandang positif.

Strategic and Interactive Writing Instruction (SIWI)

2008 ◽  
Vol 156 ◽  
pp. 299-326
Author(s):  
Kimberly A. Wolbers
Keyword(s):  
Treatment Group ◽  
American Sign Language ◽  
Writing Instruction ◽  
Comparison Group ◽  
Control Group ◽  
Interactive Writing ◽  
School Students ◽  
Control Group Design ◽  
Univariate Analyses

This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There were 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison group continued with their typical literacy instruction. The pre and posttest measures were scored, according to rubrics, for evidence of primary traits, contextual language, and conventions. The multivariate analysis of variance (MANOVA) and follow-up univariate analyses were statistically significant. Furthermore, effect sizes (d) were large to very large, ranging from 1.27 to 2.65, indicating SIWI to be an effective approach with deaf L2 writers.

scholarly journals PENGARUH KONSELING KELOMPOK BEHAVIORAL TEKNIK LATIHAN ASERTIF DALAM MEMINIMALISASI PERILAKU MEMBOLOS PADA SISWA SMK MUHAMMADIYAH 6 ROGOJAMPI TAHUN AJARAN 2017/2018

2018 ◽  
Author(s):  
Siti Nurhalimah ◽  
(Prosiding Seminar Nasional FKIP Univeristas PGRI Banyuwangi
Keyword(s):  
Group Counseling ◽  
Research Method ◽  
Deviant Behavior ◽  
Behavioral Approach ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Training Techniques ◽  
School Rules ◽  
Assertive Training

Skipping behavior is a deviant behavior of school rules that is very detrimental to itself because can affect the academic. The truancy behavior can come from students themselves or environmental factors. The purpose of this study is to examine the effect of group counseling with behavioral approach of assertive training techniques to minimize the behavior of ditching students of SMK Muhamadiyah 6 Rogojampi class X TKR. The sample size is 20 students. This research method uses non equivalent Pretest-Posttest Control Group Design design.

PEMBELAJARAN KIMIA BERBASIS PROYEK BERMUATAN KEARIFAN LOKAL TERINTEGRASI PENDIDIKAN KARAKTER

2018 ◽  
Vol 9 (2) ◽  
pp. 240-248
Author(s):  
Kiki Fatkhiyani
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Daily Lives ◽  
Group Design ◽  
Before And After ◽  
Character Building ◽  
And Control

Redox contains concepts that are quite difficult to understand the students, because it involves chemical reactions, concepts that are abstract and tiered. The findings in the field also shows contextual learning and yet still shows its application in technology or phenomena in their daily lives. This happened at Muhammadiyah kedawung high school students, 75% of students declared incomplete on redox material. Character building has not been fully applied in learning. Experimental design used was pretest - posttest control group design. Tests performed twice, ie before and after treatment both in the experimental class and control class. Data collection techniques using the methods of documentation, observation, tests, interviews and questionnaires. Based on the results of t-test showed that there are differences in learning outcomes in redox material before and after treatment both in the experimental class and the control class. Experimental class learning outcomes increased by 81.39% and 45.45% control class. This learning model also affect the growth of honest character, responsibility and caring environment students although the increase is considered low. The students' response to learning analyzed qualitatively gained an average of 79.33 with very good category.

Evaluation of an E.D.Y. Training Course in Behavioural Techniques for Staff Working with Severely Mentally Handicapped Children

1985 ◽  
Vol 13 (3) ◽  
pp. 202-217 ◽  
Author(s):  
Judith A. McBrien ◽  
Marie Edmonds
Keyword(s):  
Behavioural Change ◽  
Control Group ◽  
Control Group Design ◽  
Behaviour Modification ◽  
Group Design ◽  
Training Package ◽  
Equivalent Control ◽  
Training Courses ◽  
Experimental Group

Methods of evaluating training courses in behaviour modification for staff working in mental handicap are briefly reviewed. Insufficient attention seems to have been paid to changes in staff behaviour following training. A widely used training package—the E.D.Y. Course—was investigated using a non-equivalent control group design. Four special school teachers were given E.D.Y. training and compared with four control teachers pretraining, post-training and at a fourteen month follow-up. Results indicated that experimental teachers changed their behaviour following training in the expected direction and maintained this change at follow-up. Control group teachers showed no behavioural change from occasion to occasion and scored significantly lower than the experimental group on the dependent variable on each occasion. The results are discussed in terms of the effectiveness of the package and the maintenance and generalization of skills.

Autoimplantation technique in the treatment of anogenital warts: a clinico-immunological study

1996 ◽  
Vol 7 (1) ◽  
pp. 55-56 ◽  
Author(s):  
N Usman ◽  
K Udayashankar ◽  
S Subramanian ◽  
S P Thyagarajan
Keyword(s):  
Immune Responses ◽  
Clinical Cure ◽  
Immune Status ◽  
Control Group ◽  
Immunological Study ◽  
Anogenital Warts ◽  
Matched Group ◽  
Before And After ◽  
Significant Change

An autoimplantation technique was adopted in the treatment of 50 cases of anogenital warts and was compared with the conventionally used podophyllin regimen in a matched group of 50 patients. They were assessed with 15 untreated subjects in a control group for the rate of clinical cure after 6 weeks, recurrence after 1 year follow up and for humoral and cell mediated immune responses before and after treatment. In the podophyllin group, 70% of patients were cured after 6 weeks while in autoimplantation, only 44% of patients were cured, and none in the control group had natural remission of warts without any treatment. After 1 year all the cured cases (100%) that completed follow up had recurrence of warts with podophyllin treatment, while none had recurrence of lesions in the autoimplantation group. Results of the humoral and cell mediated immune (CMI) response studies revealed that autoimplantation technique significantly augmented both humoral and CMI responses while there was no significant change in the immune status after podophyllin treatment (P>0.001).

Longitudinal Effects of Early Literacy Concepts on Reading Achievement: A Kindergarten Intervention and Five-Year Follow-up

1996 ◽  
Vol 28 (1) ◽  
pp. 173-195 ◽  
Author(s):  
Linda M. Phillips ◽  
Stephen P. Norris ◽  
Jana M. Mason
Keyword(s):  
Reading Achievement ◽  
Early Literacy ◽  
Literacy Intervention ◽  
Control Group ◽  
Control Group Design ◽  
Language Program ◽  
Treatment Groups ◽  
Longitudinal Effects ◽  
At Home

The effects of a literacy intervention in kindergarten were measured using a control-group design. Three treatment groups were taught using beginning-reading booklets to complement the authorized language program. One group used the booklets at home; the second, both in school and at home; and the third, in school only. Data were gathered at the beginning of kindergarten and at the end of kindergarten, first, second, third, and fourth grades. Results indicated that children's knowledge of early literacy concepts increased during kindergarten, and that this improved students' reading achievement for the next 4 years. Effects were strongest and longest lasting for the in-school group.

scholarly journals Self-Instruction Technique in Group Counseling to Reduce Students’ Academic Procrastination Behavior

2019 ◽  
Vol 2 (2) ◽  
pp. 49-55
Author(s):  
Rikas Saputra ◽  
Yenni Lidyawati
Keyword(s):  
Group Counseling ◽  
Sampling Technique ◽  
Control Group ◽  
Academic Procrastination ◽  
Random Assignment ◽  
Validity And Reliability ◽  
Control Group Design ◽  
Group Design ◽  
Self Instruction ◽  
Test Result

The purpose of this study was to determine the effectiveness of self-instruction technique in group counseling to reduce academic procrastination behavior. Purposive sampling technique was administered followed then by random assignment to determine the participants. The scale which is used 44 items from the Procrastination Assessment Scale for Students (PASS) that had previously been adapted and tested for the validity and reliability with Cronbach alpha 0.91. From the data, the score of academic procrastination behavior was obtained. Then it was categorized into three categories high, moderate, and low academic procrastination. The pre-test posttest control group design was applied to 14 students. Based on the independent t-test result, after being treated with self-instruction technique in group counseling, there were differences in the pretest mean of 84.00 and the posttest mean of 69.28. These results indicate a decrease in academic procrastination approximately 14.71, meaning that academic procrastination through the self-instruction technique decreased by 17.51%. Thus, this research shows that group counseling self-instruction technique effectively reduces academic procrastination behavior.

scholarly journals Model Konseling Kelompok Cognitive Behavior untuk Penanganan Self-esteem Siswa SMK

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Habsy All Bakhrudin
Keyword(s):  
Group Counseling ◽  
Measurement Instrument ◽  
Self Esteem ◽  
Control Group ◽  
Vocational Students ◽  
Cognitive Behavior ◽  
Measurement Instruments ◽  
Control Group Design ◽  
Sample Test ◽  
And Control

This study aims to test the effectiveness of Cognitive Behavior Group Counseling to improve Self-Esteem vocational students. This study, using experimental design with pretest and posttest control group design. Based on the measurement results of self-esteem inventory netted twelve students identified as students who have low self-esteem characteristics. Subsequently the selection of subjects for the experimental and control groups was conducted randomly with a total of six students for each group. There are two types of instruments used are treatment and measurement instruments. The treatment instrument is guidance on the implementation of Cognitive Behavior Group Counseling, while the measurement instrument is self-esteem inventory which has a total grain validity value with R value above 0.32, and reliability of 0.945 can be concluded that reliable and feasible self-esteem inventory is used as research instrument . Data were analyzed by non-parametric statistics Two Independent Sample Test Mann Whitney. The result of hypothesis is Z value is -2.242 and Asymp number. Sig. (2-tailed) is 0.025 <0.05, then Ho is rejected, meaning Cognitive Behavior Group Counseling to improve Self-Esteem vocational students. Based on the results of the research can be submitted suggestions: 1) for Counselors: Cognitive Behavior Group Counseling can be applied to improve the Self-Esteem students of SMK, and as a basis for understanding the development aspects of vocational students, 2) Further Research: This research apply Cognitive Behavior Group Counseling with technique Cognitive restructuring, problem solving and home duties, for further research to test their effectiveness by using other relevant techniques.

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