Dewi Retno Suminar

Background: Personal stigmatizing attitudes towards mental illness and mental health services are important barriers to active help-seeking, which is also influenced by other factors, such as mental health literacy (MHL), type of mental problems, and sociodemographic characteristics, including cultural background. As most research has been conducted in Western high-income countries, we examined whether MHL and anticipated self-stigma predicted attitudes towards professional help-seeking in a Southeast Asian lower-middle-income country Methods: Using convenience sampling through online advertisements, N=912 participants from Surabaya, Indonesia, filled in an online survey. Of these, which 887 (age 18-40 years, 38.8% male) were analyzed after exclusion of outliers (n = 25). Controlling for age, sex, education, and type of mental problems using two different vignettes (depression and schizophrenia), hierarchical multiple regression analyses were used to examine predictors of help-seeking attitudes after careful examination of the model assumptions. Results: Analyses identified self-stigma as the sole predictor of help-seeking attitudes, explaining 25% of the variance. The observed power of the model was 1.00. Conclusions: In line with reports on the strong mediating role of self-stigma between public stigma and outcome in collectivistic cultures such as the Indonesian culture, this finding emphasizes the importance of anti-stigma campaigns rather than educational campaigns about mental disorders in Indonesia. However, before their implementation, more in-depth research on the interplay of sociodemographic characteristics, MHL and attitudes assessed by culturally adapted instruments is needed to develop programs that adequately consider cultural values, meanings, and practices.

Self-esteem adalah penilaian individu terhadap diri sendiri yang memengaruhi cara berpikir dan perilaku individu sehari-hari. Pada siswa, self-esteem memegang peran penting dalam proses pembelajaran, seperti keberanian mengungkapkan pendapat dan tampil di depan umum. Siswa dengan self-esteem rendah akan berdampak pada perilaku belajar, seperti menarik diri, menolak tantangan akademik hingga menunjukkan reaksi emosional negatif. Rational Emotive Behavior Therapy adalah pendekatan konseling yang mengajarkan individu untuk mengubah keyakinan irasional yang menyebabkan ketidakmampuan adaptif menjadi pemikiran yang lebih rasional dan konstruktif. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari penerapan metode Rational Emotive Behavior Therapy untuk mengatasi self-esteem rendah pada siswa. Penelitian ini merupakan penelitian eksperimen yang menggunakan desain single case dengan teknik A-B. Subjek merupakan seorang anak perempuan kelas VIII SMP usia 17 tahun yang pernah mengalami putus sekolah, dengan self-esteem rendah yang ditunjukkan dengan perilaku menolak aktivitas tampil di depan umum. Tingkat self-esteem subjek diukur dengan menggunakan skala self-esteem dari Coopersmith yaitu Coopersmith Self-Esteem Inventory. Asesmen tambahan berupa wawancara, observasi, tes WAIS dan grafis ditambahkan untuk memastikan adanya permasalahan self-esteem rendah. Intervensi dilakukan menggunakan metode Rational Emotive Behavior Therapy sebanyak 6 sesi. Hasil dari penelitian ini menunjukkan adanya peningkatan self-esteem dari rendah ke tingkat sedang pada subjek setelah pemberian intervensi menggunakan Rational Emotive Behavior Therapy.

The lack of ability of early childhood educators in the early detection of ASD can hinder learning objectives. On the other hand, lack of parental well-being also affects children's growth and development. This community service activity aims to help early childhood educators recognize and develop early detection skills for Autism Spectrum Disorder (ASD) in children, thereby promoting the well-being of mothers, so that they can provide appropriate treatment. The training method used is the in-on-in approach, which involves learning, application, and evaluation/reflection. At the learning stage, teachers participate in a workshop that includes lecture techniques, question-and-answer sessions, simulations, and mentoring. At the application stage, teachers and mothers conduct early detection of ASD in children. Teachers work on training and collect assignments. Then, at the evaluation/reflection stage, we use quantitative and qualitative descriptive analysis. The results of this activity show an increase in early childhood educators' knowledge and skills regarding the early detection of ASD in children and achieving mothers' well-being. Based on the pre-test and post-test results, there was a 28.85% increase in knowledge and skills related to the early detection of ASD. Meanwhile, mothers show better well-being in caring for children with ASD. This training has a long-term impact on achieving learning objectives and the well-being of mothers.

The low commitment of employees at A. Yani Islamic Hospital Surabaya is indicated by the high percentage of employees leaving the hospital for personal reasons. In 2017, it was 5.50%; in 2018, it was 6.57%; and in 2019 it was 10%. This study analyzes the relationship between employee empowerment, psychological capital, and work-family conflict on employee commitment at A. Yani Islamic Hospital Surabaya. The type of this research is an observational analytical study with a cross-sectional approach. The number of respondents in this study is 199 employees of A. Yani Islamic Hospital, who were randomly selected. Primary data collection was conducted through questionnaire completion to identify employee empowerment, psychological capital, and work-family conflict on employee commitment. Employee empowerment is measured using the CWEQ-II (Conditions of Work Effectiveness Questionnaire II), psychological capital is measured using the PCQ (Psychological Capital Questionnaire), work-family conflict is measured using the work-family conflict scale, and employee commitment is measured using the OCQ (Organizational Commitment Questionnaire). (Organizational Commitment Questionnaire). Data was processed using SPSS and analyzed using multiple linear regression. The research results show that employee empowerment (p=0.047), psychological capital (p=0.000), and work-family conflict (p=0.000) significantly affect employee commitment. The higher the employee empowerment and psychological capital, the higher the employee commitment. The lower the work-family conflict, the higher the employee commitment. The advice that can be given is to create a positive work situation, create a supportive work environment, provide positive feedback, and support employees in their personal development.

The flourishing of university students is influenced by various factors that significantly impact their well-being and academic performance, with suboptimal levels being a serious concern. Global issues of high dropout rates and low levels of flourishing among university students have prompted this study to identify factors contributing to student flourishing and describe the characteristics of students who achieve it. The review followed a rigorous protocol, including a comprehensive search across multiple databases, screening based on pre-established criteria, quality assessment using the MMAT tool, data extraction using NVivo 12 version 12.6.0.959 (64-bit), and matrix synthesis to identify patterns and gaps in the literature. Results reveal that psychological factors, meaning and purpose, personal projects, social support, social relationships, and environmental factors influence student flourishing. Flourishing students exhibit emotional and psychological well-being (37.5%), positive social functioning (31.25%), achievement and competence (18.75%), and positive psychological functioning (12.5%). These findings, consistent with previous research and flourishing theory, suggest the need for a holistic approach to promoting student flourishing through targeted interventions and recognition of flourishing characteristics. This comprehensive mapping of factors and characteristics of student flourishing can guide theory development and practical implementation in universities. Future research should consider longitudinal studies, replication in different contexts, qualitative research, and exploration of additional factors.

Purpose of the Study: This study explores the pivotal role of intrinsic motivation in driving the professional development of early childhood education (ECE) and kindergarten teachers, focusing on how it influences their teaching practices, adaptability, and overall job satisfaction. Methodology: A qualitative approach with a case study design was employed, involving purposively selected ECE and kindergarten teachers from multiple schools. Participants had at least five years of teaching experience and demonstrated active engagement in professional skill development. Data were gathered through in-depth interviews and participatory observations and then analyzed using thematic analysis to uncover recurring patterns and insights. Main Findings: The study reveals that intrinsic motivation significantly shapes the professional growth of ECE teachers. Motivated teachers are likelier to adopt innovative teaching methods, integrate new technologies into their classrooms, and demonstrate resilience in managing challenges. They display a heightened sense of responsibility for their students’ holistic development and report greater job satisfaction. Moreover, intrinsic motivation fosters creativity and adaptability, enabling teachers to craft engaging learning experiences. This, in turn, positively impacts student outcomes, as intrinsically motivated teachers create dynamic, supportive environments that enhance student engagement and facilitate social-emotional growth. Novelty/Originality of the Study: Underexplored connection between intrinsic motivation and professional development in early childhood education. The study underscores the need for fostering intrinsic motivation in teacher training programs by linking teacher motivation to innovation, resilience, and student engagement. Furthermore, it provides actionable insights into designing interventions and policies prioritizing intrinsic drivers, contributing to sustainable teacher development and improved educational quality.