Supportive Expressive Therapy for Generalized Anxiety Disorder in Client with Burst Fractures Frankle - C

This article presents a case study of a client with burst fracture frankle-C. This client also has generalized anxiety disorder. Supportive expressive therapy was used as therapeutic intervention. A burst fracture is a type of traumatic spinal injury in which a vertebra breaks from a high-energy axial load. The psychological problems often experienced by persons with body disabilities, such as burst fracture francle-C. This is a quantitative research with a single client. While collecting the data, used interview methods (autoanamnesa and alloanamnesa), observation, and psychological tests (DAP, BAUM, BAI, and Sack’s Sentence Completion Test). The result before the practitioner gives the Beck Anxiety Inventory, the client’s anxiety is 20 (moderate anxiety), after intervention 15 (mild anxiety), and follow up 11 (mild anxiety). In addition, the client is also better able to understand his condition and the problems being faced. The catharsis process that has happened so far makes the client able to express what he feels and thinks so as to make the client feel the perceived burden is reduced. Clients can begin to open up to family members at home and conduct simple chats when parents are at home to reduce the habit of repression that was previously done. The technique and also the process of the therapeutic process along the therapy session will be discussed in detail.

IDENTIFIKASI KESIAPAN GURU KELAS DALAM MELAKSANAKAN LAYANAN BK DI SD

Layanan BK di SD dibutuhkan sebagai upaya untuk mengembangkan sikap dan kebiasaan belajar yang baik agar siswa dapat menjadi individu yang mandiri. Berbagai kebijakan dikeluarkan untuk menegaskan kewajiban guru kelas melaksanakan layanan BK di SD, namun tidak diketahui secara faktual kesiapan guru kelas dalam menjalankan peran dan fungsi tersebut. Oleh karena itu penelitian bertujuan untuk mengidentifikasi kesiapan guru kelas melalui pemahaman terhadap aktivitas yang telah dilakukan dan termasuk pada tugas dan fungsi sebagai pembiming. Penelitian dilakukan di SD Pandan Krajan II, dengan mengggunakan metode deskriptif kualitatif. Data diperoleh dengan mengggunakan wawancara. Hasil penelitian menunjukkan kesiapan guru kelas dalam melaksanakan layanan dirasa kurang dalam perencanaan program yang didasari asesmen, dan kompetensi dalam strategi konseling. Namun dalam melakukan layanan tidak langsung (melalui media) guru kelas diprediksi akan lebih optimal menggunakan kegiatan literasi. Penelitian merekomendasikan guru kelas harus mendapatkan pelatihan khusus dalam asesmen, art & expressive therapy sebagai strategi konseling, dan keterampilan komunikasi empatik agar memudahkan siswa untuk terbuka.

Training and Workshop Implementation of Group Counseling with Expressive Therapy Techniques for The Prevention of Students Sexual Harassment in Junior High School 16 Padang

The training and workshop activities are carried out based on the phenomenon of the many problems that have arisen in the global era with sophisticated and modern technology today, one of the events experienced by many junior high school students is sexual harassment both physically and verbally. For this reason, counselors and counselors must make various counseling and counseling services, one of which is group guidance services, including efforts to prevent sexual harassment among students. Group counseling services can be done with a variety of approaches, one of which is the approach and techniques of expressive therapy counseling. The expressive therapist believes that individuals are different in expressing what is in themselves, there are individuals who are more open to express what is felt in him, including communicating the anxiety he feels. The results show that there is an increase in understanding and knowledge of school counselors / school counselors, especially in terms of implementing counseling in schools. During this time in school, counseling teachers carry out counseling with traditional methods, namely asking with special techniques, but after this training the counseling teacher can conduct counseling with an expressive therapy approach.

The Process of Interpretation

Interpretations are efforts by the therapist to connect conscious (or preconscious) feelings, thoughts, and behaviors (e.g., symptoms) to the unconscious materials that gave rise to them. Interpretations may consist of therapist observations or the presentation of a hypothesis that goes beyond what the patient already knows. Interpretations are often considered to be the epitome of the expressive therapy approach and, when done well, have been empirically linked to a positive outcome. Unfortunately, many beginning therapists are reluctant to use interpretations due to their complexity. Therefore, this chapter describes a clear, six-step procedure for generating psychodynamic interpretations and presenting them to patients. It also includes a list of questions for therapists to answer as they organize patient material. The chapter concludes with a lengthy clinical vignette following the six-step process and a discussion of the potential risks and rewards of interpretation.

The Implementation of Impact Counseling In Individual Counseling that Begins From Expressive Therapy to Disclose and Reduce Clients Personal Problems

Various approaches and theories can be applied to help clients reduce personal problems, one approach that can be applied is impact counseling. Impact Counseling is a teaching process conducted by a counselor, where a counselor writes and visualizes to clients what clients want, what clients will do, how clients evaluate their behavior and how clients plan what they will do in the future. This is illustrated by Ed Jacobs (2011) As WDEP (Want, Doing, Evaluate, and Plan). Before using impact counseling for clients who are unable to communicate the problems they experienced first conducted expressive therapy. Expressive therapy is known as a therapy in counseling and psychotherapy in which clients can communicate and express their feelings and thoughts through activities related to art, music, dance, drama, poetry, and games. Expressive therapy is also called "Creative Arts Therapy". Especially art, music, drama and poetry (National Coalition of Creative Arts Therapies Association (INCCTA 2004).

Pelatihan dan Workshop Pendekatan dan Teknik Konseling Expressive Therapy bagi Guru BK SLTP/ MTs.N Kota Padang

Kegiatan pelatihan dan workshop ini dijalankan berdasarkan banyaknya fenomena siswa yang tidak mampu menyampaikan perasaan dan pemikirannya dalam proses konseling. Hal ini berkemungkinan terjadi karena dampak psikologis dari berbagai kejadian, salah satu contohnya adalah ketakutan terhadap ujian nasional. Dampak psikologis ini, seharusnya bisa diminimalkan dan/atau dihilangkan apabila siswa mau menyampaikan permasalahannya kepada guru BK/Konselor. Untuk itu guru BK/konselor harus memiliki wawasan dan keterampilan tentang berbagai pendekatan dan teknik dalam konseling. Salah satunya adalah teknik konseling expressive therapy. Para ahli terapi ekspressif meyakini bahwa individu berbeda dalam mengekspresikan apa yang ada dalam dirinya, ada individu yang lebih terbuka mengungkapkan apa yag terasa dalam dirinya, termasuk mengkomunikasikan kecemasan yang dirasakannya. Sebaliknya ada individu lainnya agak tertutup tidak bisa mengkomunikasikan secara langsung apa yang terasa dan menjadi beban pikirannya, termasuk mengkomunikasikan kecemasan yang dirasakannya. Untuk itu konselor perlu memiliki metode yang bervariasi dalam kegiatan pelayanan konseling, sehingga konselor dapat mengembangkan kemampuan klien untuk mengkomunikasikan secara efektif dan otentik apa yang ada dalam dirinya dan apa yang menjadi beban pikirannya, serta yang menjadi obyek kecemasannya. Pelatihan dan workshop ini diberikan kepada guru BK/Konselor tingkat SLTP/MTsN se Kota Padang dalam pertemuan MGBK Kota Padang.