Effectiveness of group guidance using Expressive Arts Therapy in improving self management of sexual harassment among vocational high school students in city of Pinang

The case of sexual harassment are more and more extends, spread, and found a lot in several areas, the city, even among all these villages not only the community but also in the world of education in indonesia. Sexual harassment case it is becoming even diverse and no longer eat his victims who are in the age range of adult , but those who are in the age range of teenagers even children very much a victim or an offender sexual harassment. Sexual harassment that occured in schools happened because of incompetence students in regulating and manage himself with good. One of the efforts was to enhance the capacity of students in regulating and manage himself in do sexual harassment is to hold guidance services use the art of expressive of group. The sample as many as 13 students for the experiments on class, X, XI and 13, students to the control group the sample used are proportionate stratified random sampling. Statistical analysis of data used in this research are nonparametrik statistics. Instruments gather data using the model scale likert, data analyzed using wilcoxon signed ranks kolmogorov-smirnov test and with the help of two independent sampels spss 20. Version. The findings of this study are: 1) there is a significant differences self management group experiment before and after given guidance services group use an expressive art therapy, 2) there is a significant differences self management control group before and after the guidance given services without special treatment, 3) there is a differences self management group experiment given guidance services group use an expressive art therapy to the control group given guidance services group about self management without special treatment , this was apparent from the score average postest group experiment rise higher than the average posttest score control group.

Application and Practice of Expressive Painting in Middle School Art Education

By combing the theoretical framework of contemporary expressive painting and expressive art therapy, this study explores the application and practice of integrating expressive painting into middle school art education in hope to provide new ideas for art education and teaching in contemporary middle schools.

Workshop Terapi Seni Ekspresif Pada Anak Pasien Kanker di Rumah Singgah Ykaki Bandung

<p>Art activities have been proven effective as psychological therapies that stimulate<br />children imagination in a positive way. A series of expressive art therapy workshops was conductedon children with cancer, who were temporarily stayed at Rumah Singgah YKAKI Bandung. The activities were integrated with fitness, music and dance. The aim was to stimulate the creative expression and spontaneity in children through the interactive and therapeutic art activities. The programwas expected to help reduce stress on children with cancer. Cancer patients were invited to create positive narratives, tell stories and imagine their current whereabouts also created works based on these narratives. At the end, their creative workswere exhibited to public as a form of achievement.</p><p>Kegiatan seni terbukti bermanfaat terapi psikologis yang mendorong anak untuk<br />berimajinasi ke arah yang positif. Sebuah serial workshop terapi seni ekspresif<br />dilaksanakan kepada anak-anak pasien kanker di rumah singgah YKAKI<br />Bandung. Kegiatan ini diintegrasikan dengan kegiatan lainnya, seperti olah tubuh, musik dan tari. Tujuannya untuk merangsang spontanitas berekspresi kreatif melalui kegiatan seni yang interaktif dan terapeutik. Program kegiatan seni rupa ini dapat membantu mereduksi stress pada anak pasien kanker. Dalam prosesnya pasien anak kanker diajak menciptakan narasi positif, bercerita dan berimajinasi tentang keberadaan mereka saat ini dan membuat karya berdasarkan narasi tersebut. Pada akhir sessi, karya kreatif mereka dipamerkan kepada publik sebagai wujud dari pencapaian.</p>

FAKTOR YANG MEMENGARUHI EKSPRESI EMOSI ANAK DENGAN INDIKASI DISLEKSIA YANG MENJALANI TERAPI SENI EKSPRESIF

Limited reading and writing abilities in children with dyslexia make it difficult for them to succeed academically when given a typical learning method. In addition to difficulties in the academic field, children with dyslexia also experience difficulties in their psychosocial functioning. Emotional problems become "secondary handicaps" which often occur in children with dyslexia and will cause psychological disorders if not treated early. Children who show indications of dyslexia need to be given appropriate emotional guidance to obtain the emotional competence needed to enable them to express emotions in a healthy manner. Interventions in the form of expressive art therapy were given to six participants; children aged 8 to 9 years who were diagnosed with dyslexia. Each participant has received six art therapy sessions and completed the Emotion Expression Scale for Children (EESC) measuring instrument as the pretest and posttest. The purpose of this study is to explore factors that influenced the effectiveness of expressive art therapy results on emotional expression in children with dyslexia. This paper will focus on analyzing the interview results from six participants and their main caregiver. Data collection was carried out qualitatively through individual interviews. The results of the qualitative thematic analysis showed that increasing EESC scores on participants can be explained by two main factors. First, emotion coaching received from the environment. Second, the social judgement perceived by the participants. Differences in comorbidities, cultures, and conditions of participants during interventions might influence the results of this study. Keterbatasan kemampuan membaca dan menulis pada anak dengan disleksia membuat mereka sulit untuk berhasil secara akademis ketika diberikan metode belajar yang tipikal. Selain kesulitan di bidang akademik, anak-anak dengan disleksia juga mengalami kesulitan dalam fungsi psikososial mereka. Permasalahan emosional menjadi “secondary handicap” yang seringkali muncul pada anak dengan disleksia dan akan menyebabkan gangguan psikologis jika tidak ditangani sejak dini. Anak disleksia perlu diberikan bimbingan emosional yang tepat untuk memperoleh kompetensi emosional yang diperlukan agar mereka mampu mengekspresikan emosi dengan cara yang sehat. Dalam riset ini, intervensi berupa terapi seni ekspresif telah diberikan terhadap enam partisipan, yaitu anak berusia 8 hingga 9 tahun yang terdiagnosis disleksia. Setiap partisipan telah melakukan enam sesi terapi seni dan menyelesaikan alat ukur Emotion Expression Scale for Children (EESC) sebagai pretest, juga posttest. Tujuan dari penelitian ini adalah untuk mengeksplorasi faktor yang memengaruhi efektivitas terapi seni ekspresif terhadap ekspresi emosi pada anak dengan disleksia. Penelitian ini akan berfokus menganalisis hasil wawancara dengan keenam partisipan dan pengasuh utama mereka. Pengambilan data dilakukan secara kualitatif melalui metode wawancara individual. Hasil analisis tematik kualitatif menunjukkan bahwa peningkatan skor EESC pada partisipan dapat dipengaruhi oleh dua faktor utama. Pertama, pengajaran emosi yang diterima dari lingkungan. Kedua, penilaian lingkungan sosial yang dipersepsikan oleh partisipan. Perbedaan dalam komorbiditas, budaya, dan kondisi partisipan selama intervensi juga dapat menjadi faktor yang memengaruhi hasil penelitian ini.