Pelatihan Regulasi Emosi Untuk Meningkatkan Subjective Well-Being Pada Penyandang Tunarungu di Kota Binjai

The study aims to determine the influence of emotional regulatory training to improve subjective well-being. The subjects used in this study were deaf people in the city of Binjai and 10 people. The method used in this research is an experimental method with the model one group pretest-posttest. The hypothesis in this study states that there is a difference in subjective well-being in deaf people before and after emotional regulatory training. Subjective well-being in deaf people will increase after training is given. Data analysis result using paired samples t-test obtained the value of correlation (r) between before training and after training is 0.796 with significant 0.006 and t = -4.553 with a significant p = 0.001 < 0.05 which indicates that there is a difference between the subjective well-being before and after emotional regulation training which means the hypothesis is acceptable. The conclusion is that emotional regulation training gives an influence in improving the subjective well-being of deaf people in the city of Binjai. Indonesian Abstract. Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan pengaturan emosional untuk meningkatkan kesejahteraan subjektif. Subjek yang digunakan dalam penelitian ini adalah penyandang tuna rungu di Kota Binjai dan 10 orang. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan model one group pretest-post test. Hipotesis dalam penelitian ini menyatakan bahwa terdapat perbedaan kesejahteraan subjektif pada penyandang tunarungu sebelum dan sesudah pelatihan pengaturan emosi. Kesejahteraan subjektif pada penyandang tunarungu akan meningkat setelah diberikan pelatihan. Hasil analisis data menggunakan uji-t berpasangan diperoleh nilai korelasi (r) antara sebelum pelatihan dan setelah pelatihan adalah 0,796 dengan signifikan 0,006 dan t = -4,553 dengan signifikan p = 0,001 <0,05 yang menunjukkan bahwa ada perbedaan antara subyektif. kesejahteraan sebelum dan sesudah pelatihan regulasi emosional yang berarti hipotesis dapat diterima. Kesimpulannya adalah bahwa pelatihan regulasi emosional memberikan pengaruh dalam peningkatan kesejahteraan subjektif pada penyandang tuna rungu di Kota Binjai.

Effect of Mobile Self-regulatory Concepts Training on the Mental Health of Red Crescent Society Relief Workers in Yazd

INTRODUCTION: Mental health which is recognized as one of the leading health indicators and a key component of a healthy life can be influenced by multiple factors. METHODS: The current study aimed to develop a mobile self-regulatory concepts training program and determine its effectiveness on the mental health of Red Crescent Society relief workers in Yazd. This quasi-experimental applied research was conducted based on a control group pretest-posttest design. The statistical population of the study included all 500 Red Crescent aid workers in Yazd in 2019, out of whom 30 cases were selected by convenience sampling method and were randomly assigned to two groups of experimental and control (n=15). The General Health Questionnaire developed by Goldberg (1972) was used for data collection. The experimental group received 11 60-minute sessions of mobile self-regulatory training. FINDINGS: Based on the results, mobile self-regulatory concepts training was effective in the mental health of Red Crescent Society aid workers in Yazd. CONCLUSION: As evidenced by the obtained results, mobile self-regulatory training improves physical symptoms, anxiety and insomnia, social dysfunction, and depression

The Effectiveness of Emotion Regulatory Training on Test Anger and Processing Efficiency in High School Girl Students

Emotional order, expresses the psychological and behavioral processes in which individuals affect their feelings and others. The Purpose of this study is determining effect of emotion regulation training on the test anxiety and processing efficiency among high school girls' students. A quasi-experimental design was selected to run this study and anxiety questionnaire developed by spilberger was used to collect data. The population of this study was the whole girls' students of Varzeghan high school. 44 samples were selected through multiple stage cluster sampling and assigned to two groups of experimental and control group. After the pretest, the participants in experimental group were given emotion regulation training based on gross model for one hour in 8 sessions. The control group did not receive any training in all these session. And there was no intervention. After the sessions, these groups were evaluated once again. MANOVA was used to analyze the data. Furthermore meaningful level is considered in all of the analyze (p<0/05) for this research. Data analyzes showed that emotion regulation was effective for test anxiety and processing efficiency. Emotion regulation skills can be offered to students for enabling them to manage their anxiety at school.

Stages of Formation by Young Schoolchildren of Regulatory Educational Actions in the Conditions of Ungraded Classes

The author examines the problem of the formation of regulatory universal educational activities for primary school students in conditions of ungraded classes. The article emphasizes the effectiveness of this assessment system for developing the self-esteem of a younger schoolchildren, the ability to control their activities and adequately assess it. The stages of the formation of regulatory training activities are described.

POLA PENGEMBANGAN KEBERBAKATAN DAN PEMBENTUKAN KEDISIPLINAN ANAK

Giftedness and discipline are important basic foundation for children to prepare their future. Thus, the development of giftedness and altering behavior with self disciplined regulation needs to be counted for by parents and teachers. Focusing on nurturing giftedness was considered important that children can prepare themselves to be professional individuals who know their strengths and weaknesses to face all aspects in life. In the other hand, discipline and self regulatory were set to prepare those children to have responsibilities and professional ethos both at work life and in personal life. Parents and teacher in this case need to provide time and design a systematic plan to develop their potential. An effective model for this purpose is a giftedness development and self regulatory training which were designed according to the principal of children’s development.