Mindfulness based therapy intervention for reducing stress among students In senior high school during covid19 outbrake
-
Published: June 20, 2021
-
Page: 83-87
Abstract
This study aims to analyze the level of stress and the effect of mindfulness based therapy in reducing stress in senior high school students. The subjects in this study were thirteen students in conditions of severe stress. This research method uses single subject research (SSR) with research design A-B-A. In determining the increase in stress, the DASS scale measurement model instrument was used. Furthermore, the data were analyzed with non-parametric statistics using the Wilcoxon signed rank test. The results showed that before being given mindfulness based stress therapy the students were in the heavy category. Then, after treatmen of mindfulness based therapy, the students' stress levels decreased. Based on the results of the wilxocon test, it was also found that there was a decrease in student stress before and after being given mindfulness based therapy. Thus, it can be concluded that mindfulness based therapy is effective in reducing stress levels in students during the Covid19 outbrake
How to Cite
Amalianita, B., & Ifdil, I. (2021). Mindfulness based therapy intervention for reducing stress among students In senior high school during covid19 outbrake. COUNS-EDU: The International Journal of Counseling and Education, 6(2), 83–87. https://doi.org/10.23916/0020210636430
References
- Ahmad, F., El Morr, C., Ritvo, P., Othman, N., Moineddin, R., Ashfaq, I., . . . Williams, S. (2020). An eight-week, web-based mindfulness virtual community intervention for students' mental health: Randomized controlled trial. [Article]. JMIR Mental Health, 7(2). doi: 10.2196/15520
- Alblwi, A., McAlaney, J., Al Thani, D. A. S., Phalp, K., & Ali, R. (2021). Procrastination on social media: predictors of types, triggers and acceptance of countermeasures. [Article]. Social Network Analysis and Mining, 11(1). doi: 10.1007/s13278-021-00727-1
- Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
- Alizamar, A., Ifdil, I., Fadli, R. P., Erwinda, L., Zola, N., Churnia, E., . . . Rangka, I. B. (2018). The Effectiveness of Hypnotherapy in Reducing Stress Levels. [Article]. Addictive Disorders and their Treatment, 17(4), 191-195. doi: 10.1097/adt.0000000000000140
- Braun, S. E., Dow, A., Loughan, A., Mladen, S., Crawford, M., Rybarczyk, B., & Kinser, P. (2020). Mindfulness training for healthcare professional students: A waitlist controlled pilot study on psychological and work-relevant outcomes. [Article]. Complementary Therapies in Medicine, 51. doi: 10.1016/j.ctim.2020.102405
- Carmody, J., Baer, R. A., LB Lykins, E., & Olendzki, N. (2009). An empirical study of the mechanisms of mindfulness in a mindfulness‐based stress reduction program. Journal of clinical psychology, 65(6), 613-626.
- Cianci, A. M., Klein, H. J., & Seijts, G. H. (2010). The effect of negative feedback on tension and subsequent performance: The main and interactive effects of goal content and conscientiousness. Journal of Applied Psychology, 95(4), 618.
- Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional children, 75(3), 365-383.
- De Man, J., Buffel, V., van de Velde, S., Bracke, P., Van Hal, G. F., Wouters, E., . . . Van Guyse, M. (2021). Disentangling depression in Belgian higher education students amidst the first COVID-19 lockdown (April-May 2020). [Article]. Archives of Public Health, 79(1). doi: 10.1186/s13690-020-00522-y
- Fung, J., Kim, J. J., Jin, J., Chen, G., Bear, L., & Lau, A. S. (2019). A Randomized Trial Evaluating School-Based Mindfulness Intervention for Ethnic Minority Youth: Exploring Mediators and Moderators of Intervention Effects. [Article]. Journal of Abnormal Child Psychology, 47(1). doi: 10.1007/s10802-018-0425-7
- Giatman, M., Siswati, S., & Basri, I. Y. (2020). Online learning quality control in the pandemic Covid-19 era in Indonesia. Journal of Nonformal Education, 6(2), 168-175.
- Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional children, 71(2), 165-179.
- Ifdil, & Bariyyah, K. (2015). The effectiveness of peer-helping to reduce academic-stress of students. [Article]. Addictive Disorders and their Treatment, 14(4), 176-181. doi: 10.1097/adt.0000000000000052
- Jimenez, C., Navia‐Osorio, P. M., & Diaz, C. V. (2010). Stress and health in novice and experienced nursing students. Journal of advanced nursing, 66(2), 442-455.
- LaMotte, A. D., & Murphy, C. M. (2017). Trauma, posttraumatic stress disorder symptoms, and dissociative experiences during men’s intimate partner violence perpetration. Psychological trauma: theory, research, practice, and policy, 9(5), 567.
- Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135.
- Neuman, S. B., & McCormick, S. (2000). A case for single-subject experiments in literacy research. Handbook of reading research, 3, 181-194.
- Niazov, Z., Hen, M., & Ferrari, J. R. (2021). Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy. Psychological Reports, 0033294120988113.
- Permadi, A., & Aditya, B. R. (2021). The Influence of Student Characteristics, Design Learning Features, and Learning Outcomes on Blended Learning Effectiveness (Case study: Higher Education in Indonesia). Edunesia: Jurnal Ilmiah Pendidikan, 2(1), 308-318.
- Purwaamijaya, I. M., Masri, R. M., & Purwaamijaya, B. M. (2021). The Effectiveness of Online Learning Methods During the Covid-19 Pandemic. Paper presented at the 6th UPI International Conference on TVET 2020 (TVET 2020).
- Ritvo, P., Ahmad, F., El Morr, C., Pirbaglou, M., Moineddin, R., & Team, M. (2021). A Mindfulness-Based Intervention for Student Depression, Anxiety, and Stress: Randomized Controlled Trial. JMIR Mental Health, 8(1), e23491.
- Ritvo, P., Ahmad, F., Morr, C. E., Pirbaglou, M., & Moineddin, R. (2021). A mindfulness-based intervention for student depression, anxiety, and stress: randomized controlled trial. [Article]. JMIR Mental Health, 8(1). doi: 10.2196/23491
- Teixeira, R. J., Brandão, T., & Dores, A. R. Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education. Current Psychology, 1-10.
- Van de Velde, S., Buffel, V., Bracke, P., Van Hal, G., Somogyi, N. M., Willems, B., & Wouters, E. (2021). The COVID-19 International Student Well-being Study. Scandinavian Journal of Public Health, 49(1), 114-122.
- Wong, M. D., Dosanjh, K. K., Jackson, N. J., Rünger, D., & Dudovitz, R. N. (2021). The longitudinal relationship of school climate with adolescent social and emotional health. [Article]. BMC Public Health, 21(1). doi: 10.1186/s12889-021-10245-6
- Yang, C., Chen, A., & Chen, Y. (2021). College students’ stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion. PloS one, 16(2), e0246676.
- Yulia, H. (2020). Online learning to prevent the spread of pandemic corona virus in Indonesia. ETERNAL (English Teaching Journal), 11(1).
- Yuliandri, B. S., & Wijaya, H. E. (2021). Social Emotional Learning (SEL) to Reduce Student Academic Stress during the COVID-19 Pandemic. Paper presented at the Proceding of Inter-Islamic University Conference on Psychology.
- Yusufov, M., Nicoloro-SantaBarbara, J., Grey, N. E., Moyer, A., & Lobel, M. (2019). Meta-analytic evaluation of stress reduction interventions for undergraduate and graduate students. [Article]. International Journal of Stress Management, 26(2), 132-145. doi: 10.1037/str0000099