2019

PSYCHOEDUCATION
MODULES

“ THE INFLUENCE OF
GROUP COUNSELING ON
INCREASING RESILIENCE
IN ADOLESCENT WITH
DIVORCED PARENTS”

Created by;
1. Doa Sri
Sucinta
2. Elsa
Andriya
ni
3. Rahmi
Ulfa
Aulia
Abbas
4. Tuthi
Farhiya
h
Alawiya
h
 PREFACE

Naturally, an adolescents are cared for and raised in a family that has complete
parents as their primary caregivers, which is the parents also provide the various means
and support for their development. Meanwhile, one phase of development that must be
passed by humans is the adolescent phase. According to Hurlock (1990) the adolescent
phase is divided into early adolescent phases (13 to 16 or 17 years) and late adolescent
phases (16 or 17 years to 20 years). In this phase the role of parents becomes very
important for the development of an adolescent. Adolescents need parents who can
teach them which it will be good and right so that their moral development also takes
place. This is in contrast to adolescents who have divorced parents, because they grows
and develops in an environment that is incomplete, both father and mother.
The incident of separation between parents is an event that will affect the growth
and development of children, especially in children who are in the adolescents phase.
Adolescents who are still confused about their role in life are faced with new problems
that will be tense and likely to cause trauma in their lives. Endurance in the world of
psychology is better known as resilience, the ability to rise from adversity (Synder &
Lopez, 2007 in Pahalani, 2015). Whereas according to Grotberg (1995; in Nurdian &
Anwar, 2014) states that resilience is the ability of a person to assess, overcome, and
improve themselves or change themselves from adversity or misery in life because each
person is experiencing difficulties or a problem and no one live in a world without
problems or difficulties.
When an adolescent who has divorced parents has high resilience, he or she will be
able to live his or her life again. The individual can be said to be resilient when he
understands that the obstacles are not the end of everything. Based on that, it is
important for an individual who has divorced parents to have resilience in him to be able
to continue his life. Each individuals has their own way of responding to the problems
that occur to them, there are individuals who are able to respond to the problem
positively but not infrequently also there are individuals who respond to the problem in
a negative way.

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 Based on the descriptions, an adolescent who has divorced parents is expected to
have strong or high resilience. In increasing the resilience of adolescents who have
divorced parents, one of the intervention methods that can be used is group counseling.
According to Nurihsan (2009; in Nurdian & Anwar, 2014) with group counseling,
adolescents who initially did not have the spirit of life would be able to share with other
members in the group who had similar problems. This is because the group counseling
places more emphasis on personal development, namely helping individuals by
encouraging the achievement of developmental goals, and focusing on their needs and
activities in daily life.

AIMS

Group counseling aims to make it easier for adolescents with divorced parents to
bounce back from the problems they face, re-grow their spirit of life, be able to grow and
develop in their lives, so that there are no trauma or obstacles in their growth process.

BENEFITS

This group counseling provide benefits in the field of clinical psychology in term of
increasing resilience in adolescents who face traumatic situation which in this case is
divorced parents, and also in the field of educational and developmental psychology where
adolescents with divorced parents can both grow and develop on its adolescents
developmental task.

TIME AND PLACE

Time : This group counselling consist of 7 session, where each session

requires ±60 minutes.
Place : In the auditorium.

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 ACTIVITY GUIDE

Group counseling activities to increase resilience are carried out by a counselor

who is a psychologist, researchers will play a role in helping counselor and observing
the subject, before the group counseling began researchers has been given material
(modules) related to resilience to the counselor.

BASELIINE

Students MAN 2 Model Pekanbaru, Riau.

SUBJECT CRITERIA

1. Students MAN 2 Model Pekanbaru, Riau.

2. Have divorced parents.
3. Age around 15 – 17 years old.

IMPLEMENTATION
This study examines the effectiveness of group counseling on increasing resilience
in adolescents that also a student in MAN 2 Model Pekanbaru, Riau who have divorced
parents. In order this research to run smoothly, a description of the tool or material and
the plan of activity are prepared which later can be used as a reference for the activities
to be carried out in this study.
Following are plans during the study:
Group Pre Treatment Pasca Follow Up
Experiment O1 X O2 O3
Control O1 - O2 O3

Explanation :
O1 : Scale of Resilience (Smith Brief Resilience Scale) before treatment.

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 O2 : Scale of Resilience (Smith Brief Resilience Scale) after treatment.
O3 : Scale of Resilience (Smith Brief Resilience Scale) follow-up period.
X : Treatment with Group Counseling.

The following are tools or material that will be used during the study: (1) Data of
students in MAN 2 Model Pekanbaru, Riau (to know which students have divorced
parents), (2) Scale of resilience (Smith Brief Resilience Scale), (3) Observation sheet,
(4) Self observation sheet, (5) Group counseling modules as a guide to the
implementation process, (6) Activity contracts, and (7) Hand out, shared with the
subject for a better understanding regarding the material presented.

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 IMPLEMENTATION PROCEDURE

SESSION I :
ORIENTATION, ICE BREAKING, AND ACTIVITY CONTRACT

General Purpose : For an introduction towards the implementation of group

counseling.

Special Purpose :
 To build trust between the subject, counselor, and researchers.
 To build safe intimate, and harmonious atmosphere in the group counseling.
 To be used as the base for the collection of prospective group members in the context
of group counseling activities.

Method : Introduction, giving games during the ice breaking, giving activity
contract and scale.

Time : ±60 minutes.

Tools :
 Scale of resilience (Smith Brief Resilience Scale).
 Group counseling modules.
 Handout for subject.
 Activity contracts.
 Observation sheets.

Procedure :

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1. Counselor and researchers introduce their self, explaining the purpose of the group
counseling then continue with subjects introsucing their self one by one.
2. Counselor and researchers engage subjects to do ice breaking by doing some games.
3. After reach an agreement, counselor engage subjects to build rules regarding the
time and day for the group counseling activity follow with the agreement towards
the activity contract.
4. Counselor and researchers give the scale of resilience (pre-test) to the subjects.
5. Then, counselor and researchers give introduction handout towards the group
counseling to the subjects where the counselor also tells the basic idea of the group
counseling.
6. After that, counselor guide the activity either story telling or personal experience
regarding any kind of things start from the counselor and researchers itself, then
continue with the subjects one by one.
7. After all of the subjects tell their story or personal experience, counselor guide
subjects to tell their goals and hopes that they want to achieve one by one.
In the end, counselor and researchers will close the group counseling session

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 SESSION II:
SELF-UNDERSTANDING

General Goals : To build self-understanding that exist within themselves, so that

they have realistic direction and life goals where they have ideals
that are in accordance with their own potential.

Special Goals :
• To build awareness of the subject of their strengths and weaknesses.
• To make the subject aware of the abilities he/she has.

Method : Giving material, telling stories, and writing on the self observation
sheet in the first part.

Time : ±60 minutes.

Tools Requirements :
 Group counseling modules.
 Handout to be shared with the subject.
 Ther first part of The self observastion sheet.
 Observation sheet.

Procedure :
1. The counselor and researcher open the second session by asking the subject about
activities that subject’s doing in the days before group counseling activities.
2. Then, the counselor assisted by the researcher returned share the hand out to the
subject about the discussion of group counseling material in the second session.
3. After that, the counselor also provides an explanation regarding self-understanding
as a stimulus for the subject.
4. Then, the counselor and researcher divide the subject into two groups, who will tell
each other about themselves, things that are told are advantages and disadvantages
that he/she has.
5. The counselor allows the subject who wants to tell himself first, if there is no more
then the counselor will randomly point to the subject in each small group.

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6. Then, each subject was asked to give a response to the story of his/her fellow group
friends..
7. After the process of exchanging stories of himself will be followed by responses
from friends of a small group of fellow subjects, the subject is given a self-
observation sheet the first part that asks the subject to write down the strengths,
weaknesses, and abilities that he has.
8. The completed self observation sheet is returned to the counselor, who then closes
the second session by the counselor and the researcher.

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 SESSION III:
KNOWING THE SELF POTENTIAL

General Goals : To recognize self potential.

Specific Goals :
 To grow up a sense of ability and value in doing according to perception.
 To build a subject so that it can direct itself in doing something according to their
perception.

Method : Giving material, presenting videos, telling stories, and writing on

the second observation sheet.

Time : ±60 menit.

Tools Requirements :
 Group counseling module.
 Handouts to be shared with the subject.
 The second part of the self-observation sheet.
 Observation sheet.

Procedure :
1. Counselors and researchers open the 3rd session of the meeting by asking about the
subject and activities the subject is doing in the days before group counseling
activities.
2. The counselor asks the subject to sit based on the small group that was made at the
previous meeting.
3. Then the counselor asks the subject what they have discussed in the previous
meeting as a form of review of the material discussed.
4. After that, the counselor displays videos related to the potential of an individual.
5. After the video presentation, the counselor asked the subject's opinion on the video
he had witnessed.

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6. After listening to and responding to the opinions of the subjects, the counselor
assisted by the researcher again handed out the hand out to the subjects regarding
the discussion of group counseling material in the 3rd session.
7. The counselor began to discuss about self potential, where he then asked the subject,
if according to what subject and how to cultivate self potential.
8. After the discussion related to self potential, the counselor asked the subjects in
small groups to share their opinions on each other's potential and what their
potential is.
9. Then, each subject was asked to give a response to the story of his fellow group
friends.
10. After the process of exchanging stories of their self will be followed by responses
from friends of a small group of fellow subjects, the subject is given a self-
observation sheet in the second part where the subject is asked to bring a sheet of
self-potential and return it to the 4th session meeting.
11. After that, the counselor and researcher closed the 3rd session.

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 SESSION IV :
DEVELOPING THE SELF-POTENTIAL

Special Goal : To provide an overview of managing the self potential.

Special Goals :
 To make the subject confident with their thoughts and feelings about their potential.
 To make the subject make the plan to develop his potential positively.

Methods : Giving the material, playing the kokology (using a slide show),
telling the stories, and writing on the self-observation sheet in the
third part.

Time : ±60 minutes.

Tools Requirements :
 Group counseling module.
 Handouts, to be shared with the subject.
 The third part of the self-observation sheet.
 Observation sheet.

Procedure :
1. The counselors and researchers open the 4th session by asking about the subject and
activities the subject's doing in the days before group counseling activities.
2. The counselor asks the subject to hold the second observation sheet which is shared
at the 3rd session and has been filled outside the group counseling activities.
3. The counselor asks the subject to sit based on the small group that was made at the
previous meeting.
4. Then the counselor asks the subject randomly about how to manage and develop the
potential that he has.
5. After listening and responding to the subject's opinion, the counselor invites the
subject to play kokology games in which subjects are asked to choose one answer
from a condition.

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6. After the game was finished, the counselor also explained what is the connection
between the game of kokology with the self-potential and ways to manage and
develop it.
7. The counselor assisted by the researcher again to shared the hand out to the subject
related to the discussion of group counseling material in the 4th session.
8. The counselor start to discussing about the management or development of self-
potential.
9. Then, the counselor asks the subject to write his response to what he has written on
the second part of the self-observation sheet with what the counselor just discussed,
after that the sheet is collected.
10. After the discussion related to self-potential, the counselor asks the subject in a
small group to share their opinions or ways of managing and developing their
potential.
11. The counselor allows other subjects from the small group to respond to the opinions
of his friends.
12. After the process of exchanging opinions on how to manage and develop the
potential of each subject in a small group, the subject was asked to re-fill the self-
observation sheet in the third part where the sheet asks the subject's the way of
managing and developing potential in him.
13. After that, the counselor and researcher collected the third part of the self-
observation sheet and closed the 4th session meeting.

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 SESSION V:
POSITIVE SELF-CONCEPT

General Goal : To provide the direction to be objective in recognizing of yourself.

Special Goals :
 To make the subject able to respect himself.
 To build the subject to think positively and rationally about themselves and their
environment.

Methods : Giving the material, small group discussions, telling the stories in
front in general, and writing on the self-observation sheet in the
fourth part.

Times : ±60 minutes.

Tools Requirements :
 Group counseling module.
 Handouts, to be shared with the subject.
 The fourth part of the self-observation sheet.
 Observation sheet.

Procedure :
1. The counselors and researchers open the 5th session by asking about the subject and
activities the subject's doing in the days before group counseling activities.
2. The counselor asks the subject to sit based on the small group that was made at the
previous meeting.
3. Then the counselor asks the subject randomly about how to recognize himself.
4. After listening and responding to the opinions of the subjects, the counselor assisted
by the researcher again to shared the hand out to the subjects regarding the
discussion of group counseling material in the 5th session.
5. The counselors also start to discuss about the self-concept and the positive things
that must be embedded in the self-concept of an individual accompanied by various
kinds of real examples (cases).

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6. After the discussion about identifying yourself (self-concept), the counselor asks the
subject in the small group to discuss related on how to recognize themselves and
how to build the positive thinking.
7. Then, the counselor asks the subjects in the small group (each member of group) to
take turns delivering the results of their discussion in front of the room.
8. The counselor allows other groups to provide the responses related to the results of
discussions from other groups.
9. If there are any questions that are considered quite heavy, the counselor will take
over and guide the group who is presenting the results of their discussion in
answering these questions still in the context of recognizing themselves and thinking
positively.
10. After the process of exchanging opinions on the results of discussions from each
small group, the subject was asked to fill out the self-observation sheet in the fourth
part where the sheet asked the subject about how to recognize him and also how the
subject familiarized himself with the positive thinking.
11. After that, the counselor and researcher collected the fourth part of the self-
observation sheet and closed the 5th session.

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 SESSION VI:
SELF-MONITORING

General Goal :To make the subject able to plan future behavior in a better
direction.
Special Goal :
 To build a subject to be able to develop their abilities positively.
 To reduce the mental stress that is on the subject.
 To build a healthy psychological atmosphere on the subject such as spontaneity, joy,
relaxation, and togetherness.

Method : Giving material, telling stories, delivering impressions and

messages, writing the fifth part of the self observation sheet, and
filling in the scale of resilience.
Time : ±60 menit.

Tools Requirements :
 Recilience Scale (Smith Brief Resilience Scale).
 Group counseling module.
 Handouts to be shared with the subject.
 Self-observation sheet fifth section.
 Observation sheet.
Steps :
1. Counselors and researchers open the 6th session of the session by asking about the
subject and activities the subject is doing in the days before group counseling
activities.
2. The counselor asks the subject to sit or not based on a small group.
3. Then the counselor asks the subject randomly what he/she has planned for him/her
in the future.
4. After listening and responding to the opinions of the subjects, the counselor assisted
by the researcher again handed out the hand out to the subjects regarding the
discussion of group counseling material in the 6th session.

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5. The counselor began to discuss how to plan for the future to develop self-abilities,
accompanied by stories of the experience of the counselor their self and also the
researcher.
6. After discussions regarding future plans and capacity building, the counselor asks
the subject to come forward in turn to share his plans and experiences in planning
his future.
7. Then, the counselor gives a response regarding the story of his experience where
other subjects are also allowed to give a response.
8. After all the subjects share their story plan and experience in planning the future, the
counselor asks the subject who is willing to voluntarily convey his impressions and
messages during the group counseling activities.
9. Then, the subject is again asked to fill in the fifth or final part of the self observation
sheet where the subject is asked to write down the plan after the group counseling
activity ends.
10. Next, subject collected the fifth part of the self-observation sheet again, the
counselor asked the subject to fill in the scale of resilience.
11. After that, the counselor and researcher closed the 6th session.

SESSION VII :
EVALUATION AND CLOSING

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General Goals : To see and find out the results of the learning process from
psychoeducation.

Specific Goals :
 Make the subject rise again so they are able to face problems.
 Making the subject develop in life, so that there are no problems in the development
process.

Method : Counselors provide reinforcement so that subjects rise again.

Counselors ask the most effective session that bring better change.
Then the closing ceremony.

Time : ±30 minutes.

Tools Requirements :
 Gift for the subject

Procedure :
1. This is the last session of psychoeducation about "The Influence of Group Counseling
on Inhibiting Resilience in Adolescent with Divorced Parents". Before this
psychoeducation closes, the counselor gives reinforcement to the subject regarding the
benefits of each session given during this psychoeducation process.
2. After that, the counselor asks all the subjects "Which session has the most influence on
themselves?" and equipped with brief reasons by asking the subject to raise their
hands.
3. After that the counselor gives general conclusions.
4. Than, the event is closed by the counselor and researcher by giving gifts to each
subject.

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